SC1 Demonstrated high level understanding of wellbeing initiatives and appropriate qualifications to support students and staff with the implementation of strategies, using a trauma informed lens.
SC2 Demonstrated high level skills in working as part of a team, including a commitment to collaborative practice as well as the capacity to work as the capacity to work independently.
SC3 Demonstrated experience in the delivery of student wellbeing services in relevant settings.
SC4 Demonstrated ability to be able to work with students, wellbeing needs, working in both small groups and with individual students across the school from Prep to Grade 6
SC5 Demonstrated ability to effectively communicate with the families and strengthen link between home and school.
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.
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Supports the first aid facilities and assists in delivering first aid to students
- Undertakes administrative procedures associated with:
- delivery of various health, counselling, wellbeing and therapeutic services to a school(s)
- health assessments
- delivery of health and wellbeing education and promotion programs in collaboration with school community
- provision of follow-up service for students
- medical alerts and specific medical conditions
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
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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
Mount Pleasant Road Primary School provides a safe, innovative and engaging setting which inspires students to achieve personal growth and feel empowered to make a positive impact on the world around them. We offer continuity of care and learning growth from 3-year-old kindergarten right through to Year 6, as well as before and after school and vacation care programs.
We are committed to excellence in teaching, learning, and wellbeing, and continuous improvement for our students. We maintain high standards in Literacy and Numeracy and provide quality curriculum, co-curricular and extracurricular programs in all other areas, catering for the individual needs and strengths of students. The School Strategic Plan has a focus on improved student achievement in Writing and Numeracy and improving Student Voice and Agency to support student engagement in their learning. Involvement of school families and the wider community is highly valued.
Located in the quiet streets of Nunawading on spacious grounds, Mount Pleasant Road Primary School and Kindergarten boasts state-of-the-art facilities that enhance the educational opportunities for all students.
Teachers work within Professional Learning Communities to plan and implement a sequential, integrated curriculum. Graduate teachers work with experienced teacher mentors to participate in targeted professional learning and a thorough induction process. Interactive technology, including touchscreens, iPads and robotics, are used in every classroom at MPRPS to support student learning and to further engage students. A BYO 1-1 iPad program operates for students in Years 3-6. Programs for our students in Science, Visual and Performing Arts, L.O.T.E. and Physical Education are provided by specialist staff. We also offer instrumental music, a Kitchen/Garden program, interschool sport, PMP, an extensive transitions program, intervention and enrichment opportunities, and a Buddies Program for all levels.
There are myriad opportunities for students to develop leadership skills at MPRPS&K. We place a high priority on student wellbeing, including social and emotional development, and the demonstration of our school values of respect, integrity, inclusion, responsibility and life-long learning. Our wellbeing and values programs are targeted at specific age groups and we are proud to be a Lead School in implementing the Resilience, Rights and Respectful Relationships teaching and learning initiative.
The strengths of the school include the sense of common purpose and direction by staff which sees itself as a true learning community, supportive and strategic leadership, a shared belief that education is a partnership between the school, parents and the students, and a school culture which strives for continuous improvement. There is a very strong team ethos and a focus on teaching and learning to improve student outcomes. Teachers are committed to discovering how best they can meet the needs of all learners.
