Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1494642
Ferntree Gully North Primary School is situated at the base of the Dandenong Ranges with an enrolment of approx 300 students in 14 classes in 2025. Our classes include preps and multi age 1/2, 3/4 and 5/6 groups. Our state of the art facilities provide an outstanding learning environment for our students, teachers and the community. Our values are excellence, respect, resilience and integrity. The community prides itself on our beautiful environment and our vision is to provide a holistic approach to educating students encompassing academic, social and emotional growth. Our learning community is founded on an educational philosophy centred on the whole child and grounded in the belief that all students can learn and all students have the right to be challenged to fulfil their potential as life-long learners. Our staff profile includes two Principal class, teaching staff and Education Support Staff. We offer a comprehensive education for our students including the specialist areas of visual arts, performing arts, science, cultural program and physical education. The school has an Enviro Centre with a focus on chickens and some food production.
Our school wide approach focuses on the Education State Initiatives of learning for life, happy, healthy and resilient kids, breaking the link between disadvantage and outcomes, and building pride and confidence in our schools. We have a strong commitment to improving student outcomes, with a focus on literacy and numeracy. Our goals include improving student achievement in literacy and numeracy through improved teaching and assessment practices and supporting student engagement, motivation, learning confidence and connectedness. Our key improvement strategies include the completion of a sustainable curriculum plan utilising the Victorian Curriculum, the development of consistent units across foundation to year 6 and the implementation of effective data collection to enhance our planning and teaching cycle.
SC1: Demonstrate substantial experience in the development and implementation of programs, procedures and policies that foster resilience in children and young people and address their social, emotional and educational needs.
SC2: Demonstrated capacity to liaise and work with school leadership and teaching staff to address individual and group needs.
SC3: Demonstrated ability to design and deliver programs that enhance student engagement and wellbeing.
SC4: Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people within the educational community and beyond.
[Attendance requirement for this position]
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.
The Student Wellbeing Officer works closely with our leadership team to meet the needs of students across the school. The Officer will provide a wide range of supports to students, staff and families.
The Student Wellbeing Officer position requires a demonstrated understanding of confidentiality, tact, counselling and communication skills. The Student Wellbeing Officer must be able to relate to and interact with a wide range of clients and service providers while maintaining client confidentiality with the holistic wellbeing of the students as the prime focus of the position.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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