Demonstrated experience building culturally responsive, respectful, and trusting relationships with students, families, and communities from African, migrant, and refugee backgrounds.
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Strong understanding of the experiences, strengths, and barriers that may impact educational engagement and wellbeing for students and families from refugee and migrant backgrounds.
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Proven ability to work collaboratively as part of a team with school staff, community organisations, multicultural services, and external agencies to improve student engagement, inclusion, and educational outcomes.
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Experience assisting with planning and facilitating culturally responsive programs and initiatives that strengthen student voice, leadership, belonging, wellbeing, and community connection.
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Excellent interpersonal and communication skills, including the ability to effectively engage families where English is an additional language.
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A commitmet to professional learning and growth for both self and others.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
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Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
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Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
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Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
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Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Wyndham Central College aims to support the school and community to work together in a planned, strategic, and evidence-informed way. Community Engagement in Learning happens when schools strengthen relationships with families and community organisations so they can tap into the environment that has the greatest impact on students.
The Link Centre Community Hub provides a welcoming and inclusive space where families, students, and staff can connect with community, culture, language, and support services while building the skills and confidence to flourish in life.
The Family Support Worker is a targeted role that works in partnership with students, families, and community organisations from African communities. The role plays an important part in strengthening culturally responsive relationships between the school and community, supporting students and families to feel connected, valued, supported, and empowered throughout their educational journey.
Responsibilities:
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Build strong, respectful, and culturally responsive relationships with students, families, carers, and community members from African backgrounds to strengthen engagement, participation, attendance, and belonging.
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Act as a cultural connector and trusted liaison between students, families, school staff, and external services to support positive communication, understanding, and partnership.
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Work directly with students to identify and address barriers impacting engagement, learning, wellbeing, attendance, and participation through mentoring, advocacy, and practical support.
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Support newly arrived, refugee, and migrant students and families to navigate school processes, educational pathways, and access appropriate community services and supports.
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Facilitate opportunities for student voice, leadership, cultural celebration, and participation in whole-school initiatives that recognise and value the diversity, strengths, and experiences of African communities.
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Collaborate with local African community organisations, multicultural services, settlement agencies, and support providers to improve access to culturally safe programs, opportunities, and wraparound supports for students and families.
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Work in partnership with wellbeing, inclusion, engagement, and EAL teams to strengthen student outcomes and promote culturally inclusive practices across the school.
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Coordinate and support engagement initiatives including mentoring programs, homework clubs, transition support, family workshops, cultural events, and community connection activities.
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Support families to engage confidently with the school community, including attendance at meetings, Student Support Groups (SSGs), school events, and learning conversations.
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Assist students and families to access referrals and supports relating to wellbeing, housing, health, education, employment, settlement, and community participation.
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Support school staff to build cultural understanding and capability in culturally responsive and inclusive practice when working with students and families from African backgrounds.
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Maintain accurate records of student engagement, family contact, referrals, and program participation to support monitoring, evaluation, and continuous improvement.
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Uphold Child Safe Standards and promote culturally safe, inclusive, and trauma-informed practices in all aspects of the role.
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.
