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: 1520202
Note: We are looking for a person with character strengths in kindness, gratitude, fairness, curiosity, and bravery.
Please read the entire location and role description before considering applying.
Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. Factors which impact on students who enrol at Croydon CS include:
· Extended breaks in their previous education
· Mental health issues
· Traumatic experiences in their past and/or present
· Low learning confidence
· Deficit literacy and numeracy skills
· Deficit personal and social skills
· Diagnosed and undiagnosed disabilities
· Gender and sexual identity
These factors mean that the school's design and preferred way of working with students and their families/carers does not align with mainstream education, nor with everyone's personal philosophies. If you are not truly passionate about using a `whatever it takes' approach and having students at the centre of every decision you make, our school and this job are not for you. It is not fair on the young people at our school who have suffered traumas and require a very special approach, and too tough a gig for you personally if you do not have the personal strengths to match this approach.
The school assesses where necessary against the Victorian Curriculum and Senior Certificate requirements of DE and VCAA, whilst under the Big Picture Learning design at all year levels. Previous experience in a Big Picture Learning is not required, but a strong belief in Big Picture's 12 Distinguishers and philosophy, and an unwavering commitment to `One student at a time in a community of learners' is essential. For more information see https://www.bigpicture.org.au
Belief in unlimited possibilities for student growth and success, regardless of starting point, and being totally committed to doing whatever is necessary to achieve student growth in academic, personal and social learning is essential.
The school focus is to build strong, appropriate relationships with students and to develop feelings of safety and confidence within each student so that their ability to learn new things is maximised. Deep understandings and a maturity to behave professionally and with appropriate boundaries when working with students and their families/carers is essential.
Every student has an individual education plan and an individual learning plan written by them with assistance from teachers and consultation with family/carers every term. Assessment of learning is conducted in Exhibitions which students present to teachers and families at the end of every term. Diagnostic assessments are also regularly completed, although our preferred focus in on formative assessment and the measurement of growth ahead of achievement levels. The school is also a member of the Maroondah Positive Education Network and explicitly teaches the program. More information about the school can be found at our website www.croydoncs.vic.edu.au
This position is for a person who is excited and open to learn lots about Big Picture Learning; working in a trauma-informed way; being open to new ways of `doing school'; and contributing to a positive staff team.
This position is for a person with a personal love of learning, who has hope for all young people, holds justice and fairness as essential moral beliefs, and approaches everything they do with excitement and energy. The goal is to improve every student's learning growth, and to foster them to adopt new beliefs which assist them to increase student growth by a minimum of one year each school year, regardless of their starting point. The successful applicant MUST be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with our marginalised and vulnerable children and young people who may have experienced complex trauma.
Other relevant data to the school includes:
- Less than 5% of students live in the areas close to the school. Some travel for over an hour each way to attend.
- Currently 25% of the students are receiving additional funding under the Program for Students with Disabilities.
- Currently 20% of the students are living in Out of Home Care
- 100% of students have additional needs, including learning disabilities, serious mental health issues, severe behaviour disorders and severe language disorders.
- Approximately half the students have a diagnosis of, or display many of the characteristics of neurodiversity, including autism spectrum disorders
- 75% of students commence significantly below expected levels in literacy and numeracy
1. Demonstrated knowledge and expertise in inclusive education and supporting young people with additional needs including the capacity to work directly with students who have complex behavioural and learning needs
2. Developed interpersonal, collaborative and communication skills including the ability to work as a member of a team and to be supportive of wider school initiatives
3. Ability to deliver small group activities and programs to support students¿ social and emotional skills
4. Sound understanding of privacy and ethical obligations in working with young people
The time-fraction for this role is negotiable.
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.
- Deliver tier 2 and 3 interventions or programs
- Develop student-centred goals and strategies to support students¿ participation, engagement and communication
- Facilitate small groups of students working on social goals, community engagement, and/or real-life skill development
- Provide summaries of activities students engaged with and notes on their engagement, progress and outcomes
- Collaborate with teaching staff, education support staff, and wellbeing professionals to support inclusive practice and implementation of strategies to support students¿ engagement, positive interactions and learning
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