SC1 Demonstrated capacity to Promote positive wellbeing, inclusion and engagement.
SC2 Demonstrated high level communication skills in both verbal and written forms with highly developed organisational and administrative skills, including the ability to keep formal records and written reports.
SC3 Demonstrated ability to work within a team including teachers, parents, students, other wellbeing workers and outside agencies to effectively support students within a school setting.
SC4 Demonstrated empathetic and supportive nature in regards to the care management of students and parents, when working with both individuals and groups.
5 days per week
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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
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Promote positive wellbeing, inclusion and engagement through proactive and preventative wellbeing practices.
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Support students experiencing social, emotional, behavioural, attendance or engagement challenges.
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Facilitate and support small group and targeted wellbeing programs that promote social skills, emotional regulation, resilience, self-esteem and positive relationships.
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Collaborate with teachers, education support staff, coordinators and leadership to implement appropriate wellbeing strategies.
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Support students during escalations or critical incidents using calm, low-arousal and restorative approaches while following school procedures.
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Liaise with external agencies and community organisations to coordinate supports, appointments and referrals for students and families.
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Support Disability Inclusion processes by assisting with wellbeing documentation, gathering evidence and collaborating with relevant staff throughout Disability Inclusion Profile applications.
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Maintain accurate, confidential records of student wellbeing support, parent communication, external agency involvement and case management activities using our Compass online system and other recording procedures as directed by p-6 AP.
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Support school wellbeing initiatives including Nurture, Breakfast Club and other wellbeing programs as required.
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Contribute to the ongoing development of wellbeing practices, policies and procedures across the school through the attendance at the weekly Wellbeing Meeting facilitated by Wellbeing AP.
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Maintain a safe, organised and professional work environment.
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Assist with equity initiatives including State Schools' Relief applications and connecting families with community supports.
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Assist with case management for students with complex needs, including coordinating Student Support Group meetings where required.
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Assist when directed with student transitions, including Ready Set MEC and transition planning for students requiring additional support.
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Undertake other duties as directed by the Principal or Assistant Principal.
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
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.
Vision ¿ to be an inclusive connected flourishing learning community.
Our school values have been developed in consultation with the whole community. They are:
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Aspiration
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Kindness
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Respect
Social ¿ community and demographics
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On a single site the school comprises facilities for primary, secondary and special needs education
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The school is highly integrated with a common set of values and behavioural and learning expectations for all
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Overall enrolment numbers are reflecting the demographics of the Maryborough community
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Strong and supportive School Council and parent involvement is encouraged.
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Committed Student Representative Council and a strong student leadership structure
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Enthusiastic, professional staff team consisting of 87.81 effective full-time teachers and 69.31 school support staff.
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Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group
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The school has a School Family Orientation of .6856
Educational
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Provision of a vibrant and productive education, Foundation to 12 and Specialist Education.
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Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students
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VCE, VCE VM and VPC courses
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Trade Training Centre
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Excellent further education pathways established and successful tertiary placements for students.
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Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities.
Technological
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Bring Your Own Device computer provision is being phased in from 2015
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Provision of computer suites and notebook trolleys are established throughout the school.
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Internet and intranet use is supported
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Data projectors in all learning areas
Environmental ¿ grounds and facilities
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Classrooms modern and are traditional in their layout
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Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for
www.maryborougheducationcentre.vic.edu.au/
