SC1 Demonstrated experience counselling young people with a variety of solution focused techniques within the local and wider school community and the capacity to support students with friendship concerns, low level anxiety and / or depression and to address all bullying issues.
SC2 Demonstrated experience working independently, as well as within a team, in a school environment and the capacity to make risk assessments as required.
SC3 Demonstrated capacity to work cooperatively with a range of people including teachers, education support staff, students, parents and the ability to liaise with external organisations.
SC4 Demonstrated high level mediation, computer and oral and written communication skills.
SC5 Demonstrated knowledge of mandatory reporting requirements and the ability to maintain strict confidentiality.
SC6 Demonstrated commitment to professional learning and growth for both self and others and participation in extra curricular activities.
It is expected that the person in this position holds a tertiary qualification such as Bachelor of Counselling or Batchelor of Psychology and is an eligible member of a relevant Professional Body.
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.
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
PLEASE NOTE:
APPLICANTS SHOULD PROVIDE CONTACT DETAILS FOR AT LEAST 3 REFEREES INCLUDING EMAIL ADDRESS AND A MOBILE TELEPHONE NUMBER.
Referees other that those nominated may be contacted.
Position descriptions are reviewed regularly by the Principal and may change, by consultation, to support the School Strategic Plan.
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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
Frankston High School is a large multi campus co-educational school situated in South Frankston. We have a strong sense of tradition with excellent parent involvement and strong links with the local community. The school has a student population in excess of 1950 students. The Year 7-10 and Senior campuses occupy nearby sites.
Outstanding facilities are shared by both campuses and include a STEM Centre, 380 seat Performing Arts Theatre as well as a large indoor sporting complex featuring a 2 court basketball stadium, fully equipped gymnasium and a heated 25 metre swimming pool. Additionally, students have access to outdoor basketball/netball courts, athletics track and a multi-purpose synthetic field. Sporting teams and individual students achieve high levels of excellence at state and national competitions. Students also have the opportunity to participate in our highly regarded Instrumental Music program and annual School Production.
A well-established transition program helps students to adjust from primary to secondary school and the Year 7 and 8 tutorial programs engender a sense of security and belonging to the school. As students progress through each sub-school they are introduced to increased choice, flexibility and responsibility, culminating in a more adult learning environment in the Senior Campus. In each sub-school the curriculum aims to promote extension and enhancement of learning for all students.
Students achieve outstanding results in the VCE and in tertiary selection and the school is placing increasing importance on offering VCE programs which maximise tertiary opportunities for all students. There are a large number of accelerated courses on offer. Vocational Education and Training (VET) programs are now well established at the senior level. There is a continued focus on assisting students to take increased responsibility for their own learning as they progress through the school.
The school has a strong focus on teaching and learning, with an emphasis on embedding evidence-based strategies to improve student learning across all classes. Central to this focus is teacher professional learning and collaboration. The school has invested greatly in learning technologies. A successful one-to-one Hybrid device program runs across all Year 7 to 10 classes and the school is a Microsoft Surface Lighthouse School.
We actively seek and respond to student voice across all levels of the school and this combined with invaluable feedback from parents and our staff ensures we continue to develop our exceptional school.
