Wonthaggi Primary School has an enrolment of 400 students and is located in the coastal South Gippsland town of Wonthaggi, population 7000, which is a service centre for the surrounding rural areas.
Wonthaggi Primary School was established in 1911 to serve a coal mining community. The school consists of a red brick school building that incorporates classrooms, administration and an internal quadrangle, a brick Library, outdoor pool and change rooms and a weatherboard building with internal quadrangle, a large indoor sports facility /gymnasium and a new four classroom template building (SLC).
Our school is recognised in the community as having a very caring, family atmosphere where parents are welcomed and encouraged to participate in their children's education. Our learning environment is positive, safe, attractive and caring.
At our school:
- Students are encouraged to respect the rights of others and accept their own responsibilities.
- Students are encouraged to achieve their potential by recognising and rewarding their achievements and effort.
- We assist students to develop appropriate social skills, cooperation, responsibility, communication skills and independence.
Our curriculum programs focus on positive interaction between staff and students, where all children feel they are valued as individuals. All children are given access to quality education and are encouraged to achieve their potential. Our school provides a comprehensive curriculum for all students through the implementation of the Victorian Curriculum.
These curriculum programs are supported through the provision of enrichment programs including: Bike Education, Camping, Inter/intra-school sport, Specialist Programs: PE/Health, Art & Craft, Music, Student Representative Council, Peer Mediation, Perceptual Motor Program, Water Safety & Swimming Program, cultural performances and performing arts.
The school is planned on four teams: Foundation, Junior (1 - 2), Middle (3 - 4) and Senior (5 - 6). All teachers are encouraged to plan cooperatively and to establish effective classroom management plans and teaching strategies, integrating subject areas where appropriate. Literacy & Maths initiatives, Professional Learning Teams based on the Patrick Griffin model, coaching, learning walks & teacher observation strategies are used to enhance curriculum program development and implementation. Wonthaggi Primary School is currently working with "Challenging Learning" to support and build teacher capacity and improving outcomes for all students
Wendy Truett
Principal
Phone: 56721600
1. Student Relationships and Wellbeing
Demonstrated ability to develop positive, respectful and trusting relationships with primary-aged students and provide appropriate support to students experiencing social, emotional, behavioural or engagement di¿culties.
2. Early Intervention and Problem Solving
Demonstrated ability to recognise emerging concerns, respond appropriately, implement practical strategies and know when to seek assistance or refer a student to an appropriate professional or service.Demonstrated understanding of strategies that promote student engagement, participation, inclusion, belonging and positive relationships within a primary school environment.
3. Communication and Family Engagement
Highly developed interpersonal and communication skills, including the ability to communicate respectfully and e¿ectively with students, parents/carers and school sta¿. Demonstrated ability to work collaboratively as part of a school-based team and contribute positively to student support planning and wellbeing initiatives.
4. Child Safety and Professional Practice
Demonstrated commitment to child safety, student wellbeing, inclusion, professional boundaries and the principles of the Victorian Child Safe Standards.
5. Initiative and Positive Approach
Demonstrated capacity to work proactively, use initiative and develop practical programs and strategies that improve student wellbeing, engagement and connection to school.
[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.
Student Wellbeing
Develop positive, trusting and respectful relationships with students.
Provide individual and small-group wellbeing support within the scope of the role.
Support students experiencing social, emotional, friendship or engagement difficulties.
Assist students to develop resilience, confidence, emotional regulation and positive relationship skills.
Provide practical strategies to assist students to manage challenges and remain connected to school.
Identify emerging wellbeing concerns and appropriately escalate these to the relevant school staff.
Support students to reconnect with learning following periods of absence or disengagement.
Student Engagement and Inclusion
Promote student engagement, participation and connection to school.
Identify students who may be becoming disengaged from learning, peers or school activities.
Develop and facilitate appropriate mentoring, social skills, lunchtime or engagement programs.
Support students experiencing social isolation or difficulty forming positive relationships.
Promote student voice, belonging and participation.
Encourage students to participate in school activities, leadership opportunities and the wider school community.
Contribute to an inclusive culture that celebrates diversity and individual strengths.
Attendance and Re-engagement
Work with school staff to identify students experiencing attendance concerns.
Build positive relationships with students and families to understand barriers to attendance.
Support the development and implementation of practical attendance strategies.
Assist students returning to school following extended or frequent absences.
Support transition and re-engagement plans where required.
Maintain appropriate records of attendance interventions and outcomes.
Family Engagement
Develop positive and respectful relationships with parents and carers.
Provide an approachable point of contact for families seeking assistance with student wellbeing and engagement.
Work collaboratively with families to understand and respond to student needs.
Assist families to access appropriate school, community and support services.
Promote positive communication between families, teachers and the school wellbeing team.
Wellbeing Programs
Assist in the planning and delivery of whole-school wellbeing initiatives.
Facilitate appropriate small-group and individual programs.
Support initiatives relating to resilience, friendship, social skills, inclusion, belonging and student engagement.
Contribute to transition programs and activities that support students' connection to school.
Assist with school-wide wellbeing events and activities.
Collaboration and Case Support
Work as a member of the school's wellbeing team.
Collaborate with teachers, leadership and education support staff.
Contribute relevant observations and information to student support discussions.
Assist with the development and review of student wellbeing and engagement plans.
Liaise with relevant external agencies where authorised and appropriate.
Follow established referral pathways for students requiring specialist support.
Child Safety
Promote a child-safe culture across all aspects of the role.
Ensure students are treated with dignity, respect and fairness.
Listen to and appropriately respond to student concerns.
Follow all mandatory child safety, reporting and information-sharing requirements.
Maintain professional boundaries with students and families.
Immediately escalate concerns regarding student safety or wellbeing in accordance with legislation and school procedures.
Administration and Data
Maintain accurate, confidential and appropriate records.
Monitor relevant attendance, engagement and wellbeing information.
Contribute to evaluation of wellbeing programs and interventions.
Provide appropriate feedback to school leadership regarding emerging student wellbeing and engagement needs.
Contribute to school improvement and wellbeing planning.
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
- 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
