SC1 Demonstrated capacity to perform duties consistent with established school guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to collaborate with others in a team environment, leading and/or managing self and others to achieve key priorities within school goals.
SC3 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work.
SC4 Demonstrated capacity to fulfil the Disability Inclusion initiative administration tasks to a high standard.
SC5: Demonstrated passion and ability to develop strong community, staff and student relationships to support the wellbeing outcomes for students and families.
Attendance is required 3 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 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 Support
- Work collaboratively with relevant school staff to support individual students and identified wellbeing needs.
- Contribute to the development, implementation and review of student wellbeing support plans.
- Maintain appropriate records of student wellbeing support, interventions, referrals and outcomes in accordance with school procedures and privacy requirements.
- Participate in relevant student support meetings and contribute information and recommendations to assist planning and decision-making.
- Monitor the effectiveness of wellbeing strategies and provide feedback to relevant staff.
- Refer students to appropriate internal or external services where needs are outside the scope of the position.
- Follow established processes for responding to student wellbeing concerns, including child safety, risk and mandatory reporting requirements.
Family and Community Engagement
- Establish professional and respectful communication with parents and carers regarding student wellbeing matters, within the authority and responsibilities of the position.
- Liaise with relevant community agencies and support services, as directed or authorised by the school.
- Assist families to understand and access appropriate wellbeing and support services.
- Promote positive partnerships between students, families, the school and relevant support services.
School Wellbeing Programs
- Contribute to the planning, implementation and evaluation of school wellbeing initiatives and programs.
- Support the delivery of programs that promote positive behaviour, resilience, social-emotional learning, respectful relationships, inclusion and student engagement.
- Assist with transition programs for students entering, moving through or leaving the school.
- Contribute to school activities and initiatives designed to strengthen student belonging and participation.
- Provide information and practical support to teachers and other school staff regarding student wellbeing strategies within the scope of the position.
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
Morwell Park Primary School is home to approximately 350 students and is located in the heart of the Latrobe Valley. Our school operates with seven flexible year-level learning teams, with all teachers working collaboratively to deliver high-quality education. We have an SFO (Student Family Occupation) density of 0.82, reflecting the diverse social and economic backgrounds of our community.
Our attractive school grounds have recently undergone significant upgrades. Alongside our BER (Building the Education Revolution) facility, we now enjoy a fully refurbished campus, including a purpose-built Early Learning Centre.
We are proud to be affiliated with Our Place, an organisation that works closely with our school to support our community. Our dedicated staff foster a strong culture of teamwork, inclusion, and respect. We are also fortunate to have highly engaged and supportive parent groups, including our School Council and Parent Association.
Our students come from a wide range of backgrounds, and we have numerous programs in place to provide targeted support for every learner.
Our school values underpin all that we do and guide our daily interactions and decisions:
Be Kind ¿ We are respectful, empathetic, caring, and work together as a safe team.
Be Gritty ¿ We are brave, resilient, passionate, and determined.
Be Focused ¿ We are creative, collaborative, motivated, and curious learners.
Morwell Park Primary School is a stimulating, supportive, and rewarding place to learn and work, where diversity is embraced, and every student is encouraged to thrive.
