Demonstrated understanding of and commitment to improving educational outcomes for Aboriginal, Torres Strait Islander and/or Pasifika students, with the ability to build respectful, culturally safe and trusting relationships with students, families, Elders and community.
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Demonstrated experience providing wellbeing and engagement support to young people, including the ability to identify barriers to learning, coordinate appropriate supports and advocate for improved student outcomes.
Highly developed interpersonal and communication skills, including the ability to work collaboratively with students, families, school staff, Department personnel and external agencies to support student engagement and participation.
Demonstrated understanding of culturally responsive practice, equity and inclusion, with the ability to contribute to a culturally safe learning environment that values Aboriginal, Torres Strait Islander and Pasifika identities, cultures and perspectives.
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Demonstrated ability to work independently and collaboratively as part of a multidisciplinary team, showing initiative, sound judgement and a commitment to continuous improvement.
Desirable Qualifications and Experience
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A qualification in Community Development, Community Services, Social Work, Youth Work, Welfare or a related field.
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Knowledge and understanding of culturally responsive practice, community engagement principles and strengths-based approaches.
Lived experience, cultural knowledge and strong community connections with Aboriginal, Torres Strait Islander and/or Pasifika communities will be highly regarded.
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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 Cultural Coordinator will provide high-level support to improve engagement, attendance, participation and retention outcomes for Aboriginal, Torres Strait Islander and Pasifika students. The role is place-based within the Link Centre Community Hub and works under the direction of the Community Engagement Leader.
The position supports students and families through culturally responsive case management, strengthens partnerships with community organisations, and builds staff capacity in culturally safe and inclusive practices. This role supports the implementation of the school¿s strategic priorities, including the Reconciliation Action Plan and Marrung- Victorian Aboriginal Education Plan.
Key Responsibilities
Student Engagement
Coordinate the daily operations and administration of the Community Hub space.
Provide culturally responsive, individualised student support to Aboriginal, Torres Strait Islander and Pasifika students identified as at risk of disengagement.
Work directly with students to address barriers to attendance, participation and learning through mentoring, advocacy and coordinated support.
Support transitions into, within and beyond the school setting.
Monitor attendance and engagement data to inform targeted intervention and continuous improvement.
Family and Community Partnerships
Build and maintain strong, culturally safe relationships with students, families and community organisations.
Act as a key liaison between families, school staff, Department services (including KESO) and external agencies.
Coordinate Student Support Group (SSG) meetings and support collaborative planning processes.
Facilitate referrals to culturally appropriate support services and programs.
Cultural Leadership and Inclusion
Facilitate student voice, leadership opportunities and participation in cultural programs and whole-school initiatives.
Plan and deliver engagement and inclusion programs for Aboriginal, Torres Strait Islander and Pasifika students
Support implementation of the school¿s Reconciliation Action Plan and Marrung actions. Contribute to significant events including NAIDOC Week and other cultural celebrations.
Support staff to strengthen culturally safe and inclusive practice across the school.
Administration and Compliance
Maintain accurate documentation of Compass notes, family engagement, attendance monitoring and program delivery.
Ensure compliance with Department policies, Child Safe Standards, mandatory reporting and reportable conduct obligations.
Contribute to reporting requirements aligned with school and Department accountability frameworks
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
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All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Wyndham Central College is located in a high growth corridor, approximately 20 minutes west of Melbourne and caters for students in Years 7 to 12 across the Wyndham district. Recent data sets in key areas have demonstrated significant improvement in line with the goals and targets identified in the previous Strategic Plan and reflect the dedication and commitment by the staff.
The Staff at Wyndham Central are committed to delivering a rigorous guaranteed and viable curriculum enhanced by the AVID program that aims to prepare students by developing a set of strategies to support their learning and chosen pathway. The college programs are innovative and challenging and include a 7-10 Enrichment and VHAP program, 7-10 Spanish Immersion Program (SIP), the 9-10 STEM Academy and our flagship schoolwide program AVID. The college is the first school in Australia to achieve certification as an AVID school and are currently recognized as Australia¿s first secondary Site of Distinction.
To further complement the academic program all students are provided with a Careers Action Plan (CAP), and a learning plan from Year 7 that requires commitment, reflection and regular consultation between student, teacher and parents/carers. This three-way partnership is crucial to the successful progress of all of the students at Wyndham Central College and is supported by an extensive tutor advocate and pastoral support program.
Underpinning the educational improvement plan the College has modern facilities including a Trade Training Centre, a designated Year 7 Centre, Year 8 & 9 Centre, a Year 10 Community and a Senior Years Centre. Dedicated content learning environments for the performing and visual arts, Science and STEM and Gymnasium and sporting facilities. Complementing the whole school buildings is the extensive active/passive landscaping plan and recreational outdoor plan, a student centered study and student services building.
The Leadership Team comprises of the Principal Team- Principal and Assistant Principals with dedicated leadership portfolios, Leading Teachers - Year Level Leaders (Engagement & Wellbeing), Literacy Leader, Numeracy Leader, Pathways & Transitions Leader, AVID pedagogy and operational Leaders, Senior Years Program Manager and Campus Management Leader. The team is complemented by faculty-based Learning Specialists who are our PLC instructional leaders.
