Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1540710
Joining Barton Primary School means becoming part of a highly collaborative and supportive environment where student wellbeing and learning success go hand in hand. New team members are supported through a comprehensive induction process designed to help them integrate into our culture of high expectations, high support, and continuous improvement.
Our staff engage in ongoing professional learning and coaching, working alongside Learning Specialists, Leading Teachers, and wellbeing professionals to strengthen their practice. We continue to collaborate with leading educational and wellbeing consultants, including Bronwyn Ryrie-Jones, Ryan Dunn, and Bryan Jeffrey, to ensure a consistent, evidence-based approach that maximises outcomes for all students.
At Barton Primary School, we believe that all students can achieve success when provided with strong relationships, high expectations, targeted support, and early intervention. Youth Workers play a vital role within our Multi-Tiered Systems of Support (MTSS), helping students overcome barriers to engagement, develop positive wellbeing strategies, and build the skills they need to flourish.
Barton has developed an inclusive wellbeing approach that celebrates diversity and promotes belonging for every student. We recognise that wellbeing is fundamental to engagement, participation, and achievement, and our Youth Workers are integral members of the team supporting students to feel safe, connected, and empowered to succeed.
At Tier 1:
At Tier 2:
At Tier 3:
Barton Primary School is a large primary school in Cranbourne, in the City of Casey, 5km from the main street of Cranbourne. The current enrolment is 1120 students.
The current school profile includes five Principal Class, four Learning Specialists, two Leading Teachers, seventy-five Teachers, three Tutors, five Youth Workers, thirty Educational Support Staff and nine Administration Support.
SC1 Demonstrated awareness and understanding of the issues encountered by young people and the ability to work alongside and support those who are experiencing barriers to education.
SC2 Demonstrated ability to provide information, advice and support to families and external professionals who are supporting/working with students experiencing difficulties with their social and emotional wellbeing.
SC3 Demonstrated ability to understand, empathise with and support students in a variety of challenging personal situations, through a good understanding of trauma and child and adolescent development.
SC4 Highly developed communication and interpersonal skills, with the proven ability to work collaboratively within a multi-disciplinary team.
SC5 Demonstrated understanding of confidentiality, and experience in keeping professional records and case notes.
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 responsibilities of this position will be:
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