Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1525480
SC1 Demonstrated capacity to development and implementation of programs, procedures, plans and policies that foster student engagement, wellbeing, resilience, social, emotional and educational needs
SC2 High level communication skills, including the capacity to communicate effectively with all members of the school community and the capacity to provide support and guidance to families
SC3 Capacity to work cooperatively with a range of people including teachers, education support staff, external agencies, students and families
SC4 Demonstrated ability to assist and support vulnerable and disengaged youth within an educational setting
SC5 Demonstrated experience in resourcing assessments and documenting evidence for making DI applications for funding and completing educational assessments
SC6 A commitment to professional learning and growth and the ability to develop and lead Professional Development for College staff both teaching and education support
Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.
Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management.
The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.
This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.
An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students cannot be required except where it is an integral part of the employee¿s position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Typical responsibilities include, but are not limited to:
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
The Student Wellbeing & Engagement Officer plays a key role within the school¿s Wellbeing Team. The position provides advanced support to students, staff and families by coordinating wellbeing processes, case management, and implementing whole¿school engagement initiatives. Operating with a high level of autonomy, the role requires sound professional judgement, specialist knowledge of wellbeing systems, and the capacity to coordinate staff and external professionals to support improved student outcomes.
The role contributes to the development, implementation and evaluation of wellbeing programs, policies and practices aligned with Coolaroo South Primary School values and Department of Education policies. The position also provides guidance to Education Support staff and supports teachers in addressing complex student needs.
Coolaroo South Primary School and Kindergarten is situated in a well-defined residential area in the City of Hume. The school is in a comprehensive community recreational precinct with proximity to a range of local facilities including public transport. Along with Foundation to Year 6 programs, Coolaroo South also facilitates a playgroup through our community hub. Our 3 and 4-year-old Kindergarten programs are managed by Northern Schools Early Years Cluster. The school has excellent facilities with 12 well-resourced classrooms along with staff offices and spaces to allow for small teaching groups.
This year the school has an enrolment of 240. Its 48 staff include 2 principal class, 20 teaching staff and 26 ES staff. The SFO Index is 0.6950 and its SFOE Index is 0.5522. The school's community draws from a wide range of cultural backgrounds. It has a very high proportion of families from disadvantaged backgrounds and generally, very high numbers of newly arrived EAL learners.
Coolaroo South Primary School has spent time and energy in developing strategies, processes and procedures that not only improve student learning but provide a safe and efficient working environment. The school is a Respectful Relationships partner school and is focussed on developing socially competent students who are aware of their responsibilities in the wider community. The school also works hard to build positive relationships with all families ensuring they feel safe and supported.
Coolaroo South Primary prides itself on its commitment to improving student achievement by offering all students a challenging academic program devised to meet their individual needs. All teaching teams implement inquiry cycles using the Professional Learning Communities (PLC).
The schools aims to connect all members of the community to learning and through its community hub, engages parents in a range of courses and programs preparing them for life in Australia.
The school is organised into single classes whenever possible. It provides instruction in Physical Education, Visual and Performing Arts, Science, STEM. The school offers weekly Arabic immersion classes to mother tongue students for years 2 - 6.
Student wellbeing continues to be a high priority for staff. The school employs the equivalent of 1 EFT speech therapists who provide phonological work alongside teachers as well as individual clinical work for PSD students. A Play Therapist and student counsellor are employed to work individually with students experiencing social, emotional and behavioural challenges. All staff are trained in Berry Street (trauma informed practice) ensuring consistent implementation of these strategies.