Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1509267
KSC 1: A relevant qualification such as a degree in Youth Work or Social Work (or similar) and
experience to the position.
KSC2: Demonstrated expertise and experience building strong relationships and setting clear
boundaries with a diverse range of young people.
KSC3: Demonstrated skills and experience de-escalating critical incidents and supporting
students during and after incidents.
KSC4: Demonstrated ability to assess student wellbeing needs and to develop safety,
behaviour, and case plans.
KSC5: Demonstrated ability to work collegiately in a team with teachers and other
professionals to improve the health and wellbeing outcomes of students.
KSC6: Demonstrated capacity to work in collaboration with families and communities to
best support young people.
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.
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 (or equivalent such as three years plus 12 months¿ work experience). Professional student support positions become a feature at range 3 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. Typical professional support positions operating at this level would be registered nurses, speech pathologists, psychologists, occupational therapists and physiotherapists.
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.
DET dimensions of work for Education Support Range 3
It is well known that engagement and participation at school is a significant protective factor for young people. Therefore, the number one role of the Student Wellbeing Worker is to assist students to engage with school and learning and work with students and families to reduce barriers to education.
The Pavilion model is designed to care for the needs of students who have disengaged from education and who present with a complex range of risk factors, behaviours and life situations. Students are referred to The Pavilion School with chronic school absences and because they have additional learning needs that have not been met at their mainstream school. For this reason, The Pavilion School provides additional adjustments and supports to students to help them engage with school and learning.
When a student enrols at The Pavilion School, they are each allocated a Student Wellbeing Worker. In the first instance, the role of wellbeing workers is to build trusting and secure relationships with students and their families. This is the basis of the Pavilion School Wellbeing Model. Next, wellbeing workers assess barriers to school, the social and emotional needs of students and co-create case plans that drive their work. Wellbeing Workers work side by side a teacher and integration aide in class to provide a Team Around the Learner approach for students. Wellbeing workers work in class, assisting students to regulate their emotional state and develop the skills and executive functions needed to engage in learning. Wellbeing workers maintain a high level of daily contact with families and support workers to support the best outcomes for students.
Student Wellbeing Workers at the Pavilion have the following responsibilities:
Responsibility
Description
Behaviour support
In class support up to 18 hours of their working week in class supporting their allocated students to engage in learning.
follow the Pavilion Wellbeing Model and Behaviour support process to assist students to regulate their behaviour and provide a high level of student supervision while students are at school.
run restorative processes when school values and class expectations are not met.
Case plans
develop case plans for each allocated student based on a needs assessment and other information gathered regarding the student.Case plans guide the work of the wellbeing team and include specific goals and strategies that both student and wellbeing worker will work towards. Goals are developed across the three areas of the Pavilion Wellbeing Model. Case plans are updated each term
Case notes
record significant interventions with students and contact with parents/workers onto Compass student management system. Case notes are updated daily
Incident management and reporting
support distressed and dysregulated students and through critical incidents
write up incident reports for any critical incidents that their allocated students are involved in. Incident reports are also written any time a student goes through a restorative process (one to one process)
Regulation and Escalation plans
Wellbeing workers develop support plans for any student on the PSD or D&I or any student with significant behavioural needs.
Student Support Groups
organise student support group meetings for students who:
Are in the Program for Students with Disabilities or D&I (every term)
Identify as Aboriginal and Torres Strait Islander (every semester)
Live in Out of Home Care (every term)
It is the responsibility of the Wellbeing Worker to engage families, organise SSG meetings and take notes. Case plans should be presented to everyone in the meeting including the student.
Student support groups are also convened for students at high risk or with complicated needs, regardless of whether they fall into the above categories.
Professional Learning Team
share their practice in a professional learning team and participate in an in-house professional learning program run by Wellbeing Coordinators and external facilitators.
Supervision
reflect on their practice in individual supervision with Wellbeing Coordinators. Wellbeing workers are expected to discuss their progress against their role responsibilities during supervision.
Attendance and Exit Planning
assess student attendance and engagement through the supervision process. When it a student exits the school Wellbeing Workers complete all exit paperwork and follow the exit process. All paperwork completed at time of exit
Liaise families, support workers and with class team.
maintain regular and ongoing contact with families and significant others.
liaise with workers from support agencies regarding the progress of students and attend care team meetings.
refer students to outside agencies when necessary.
seek advice and support from Koori Programs team to best support Aboriginal and Torres Strait Islander students.
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
THIS POSITION IS BASED AT OUR PAVILION PRESTON CAMPUS. AS CHARLES LA TROBE COLLEGE IS A MULTI-CAMPUS SCHOOL, YOU MAY BE REQUIRED TO WORK ACROSS THE COLLEGE.
The following should be included:
A specific response to the key selection criteria and position details. It is suggested that applicants limit their response to no more than 1 page (size 11) per criterion.
A cover letter providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.
A CV with a summary of experience and qualifications.
The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.
Please note: The selection panel may contact referees other than those listed.
Charles La Trobe P-12 College is a diverse and inclusive learning community. Charles La Trobe College is a multi-campus setting and operates under a `one¿ college model. Our college campuses are La Trobe P-12 , Olympic Village, The Pavilion, with the Victorian Specialist S.T.E.M centre Quantum Victoria (also based at La Trobe). The work of staff is driven by commitment to our Instructional Model and Teaching and Learning Charter that are underpinned by our Professional Learning Communities. Our staff understand their students and expect that they will achieve to their full potential. We offer education programs that cater for students diverse interests to promote engagement in learning this enables each student to achieve to their full potential. The Berry Street Education Model (BSEM) is the foundation for our approach to wellbeing and engagement, and Ramon Lewis' Developmental Approach to Classroom Management guides our work with classroom and behaviour management. We compliment these approaches with Restorative Practices and the Classroom Mastery model. We build the capacity of all our learners to achieve their personal best. We are also very proud of our student cohort with all staff and students holding mutual strong expectations to live our values of respect, excellence, acceptance and leadership, everyday. Staff and students share and develop positive constructive relationships.
Our College is a vibrant organisation where each part of the organisation caters for contextual needs, while building powerful connections to each other. The La Trobe Campus currently has 375 enrolments, across Primary and Secondary, and an SFOE of 0.4704. In addition to our core curriculum, in which we focus upon developing literacy and numeracy skills and VCE and VCE VM, we offer a range of enriched I.T. opportunities including STEM Club, Minecraft, Animation Club, Astronomy Club and Media Club. Our STEM programs prepare students for the future world of work, in which creativity and problem solving will be critical skills are well supported by our partnership with Quantum Victoria, which operates onsite. La Trobe Primary campus operates a Kitchen Garden Program as well as Instrumental Music. La Trobe has excellent learning spaces, built for transparency yet enclosing of sound, with teaching conducted in rooms which promote a safe and orderly learning environment. La Trobe Facility caters for hearing impaired students with classrooms equipped with hearing technology and our staff comprised of interpreters as well as the College running AUSLAN from Primary to Secondary. The Facility program provides positive education experiences for secondary aged students who are deaf or are hard of hearing and we are able to extend many supports to primary students at La Trobe.
The International Student Program, operating at both La Trobe and Olympic Village supports our students to become members of the global community. The College currently has 20 International students with enrolment steadily increasing year to year. Engagement with the community and promotion of diversity are highly valued aspects of College life. We offer a REAL Education curriculum (based on our school values) to enable students to develop strong interpersonal and social capabilities. We pride ourselves on being a community that welcomes all students and families. Our International Student Program supports our students to become members of the global community.
All campuses is are heavily invested and involved in the Science of Language and Reading (SOLAR), Writing Across the Curriculum (WATC) and Science of Math (SOM) in partnership with La Trobe University. Staff across the college work in Professional Learning Communities, additionally at the La Trobe Campus small teams of teachers work in Professional Engagement Teams (PETs) where they drive an Action Research Cycle to focus on improving student outcomes in frequent and regular rotations. In our secondary setting we have a full VCE program offering 22 studies.
Olympic Village is a campus of Charles La Trobe P-12 College and is located in Heidelberg West. The campus currently has an enrolment of 137 students, and a SFOE of 0.594. A grant of over $6 million dollars was received in 2018 to re-build the site entirely. This building work was completed in September 2019. Seven stand alone grades are in operation with 7 international students. 23 students receive PSD/DI Funding and recent data is showing signs of growth across cohorts for NAPLAN.
The Pavilion campuses (East Preston and Epping) support 220 students with challenging needs via a highly differentiated and personalised learning program to meet the needs of young people. The Pavilion School is a Victorian state secondary school for students who have previously been disengaged or had significant challenges with approaches to schooling. It is governed by Charles La Trobe College under the one college approach. Pavilion students present at school with a range of behavioural difficulties and risk factors, and every class is supported by wellbeing staff. At The Pavilion, students work in small multi age and ability groups. Teaching staff at the Pavilion work in professional learning teams and teach across Literacy, Numeracy, Work Related Skills and Personal Development subjects. Pavilion staff have a proven ability to work with high-risk youth and experience dealing with students with a complex range of personal issues. Most students participate in the VCE, Vocational Major or Victorian Pathways Certificate. Characterised by a calm and therapeutic environment and approach, Pavilion aims to provide a positive educational experience for all its students. The Pavillion campus of Charles La Trobe P-12 College works tirelessly to ensure cultural safety and understanding in all practices.
Charles La Trobe College is committed to providing enrichment education experiences for all our students. This goal is supported by our partnerships with La Trobe University and Quantum Victoria. Quantum Victoria is an important part of our College, and is one of six State specialist Mathematics and Science Centres. This partnership provides a breadth of Science and Mathematics extension and enrichment program for our students. Our partnership with La Trobe University includes:
Science of Language and Reading (SOLAR) the highly regarded Literacy Professional Learning pilot with Professors Pam Snow and Tanya Serry
Access to La Trobe Sporting facilities and programs
Achieve at La Trobe access to university subjects for VCE students
Prepare for La Trobe - free preparatory courses that include a non-ATAR entry alternative for both VCE and VCAL students
Extended Pre-service Placement an extended, application only pre-service program which stretches across the academic year
School Partnership Program an immersion program designed to promotes university as a post-school pathway for secondary aged students
Nexus an internship program for pre-service teachers
At Charles La Trobe P-12 College we believe every student should be supported to learn to their full potential: to achieve their best and to be their best. All positions advertised are at the employment of Charles La Trobe College.