Yarra Junction Primary School is located on the Warburton Highway, 65 kilometres east of the Melbourne GPO, in the scenic rural township of Yarra Junction. The school was established in 1894 and the staff take pride in the active role that our great school plays in the local community. Student numbers are around 220.
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School Family Occupation (SFO) density is between 0.45-0.55.
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There are only a small number of students from a language background other than English or from an Aboriginal or Torres Strait Island background.
Yarra Junction Primary School Staffing profile is a Principal and a distributive leadership model. We have 10 multi age classrooms.
In addition there is a business manager, an office assistant, and a wellbeing coordinator. Education Support staff support students enrolled under the program for students with disabilities.
The school offers a wide range of learning experiences including programs in the the arts, library, physical education and community studies. Extra curricula programs include snow program, school camps for grades 1-6, music tuition, whole school production and band.
There is a firm commitment to fostering student wellbeing and inclusion through an extensive range of support programs. Our school devised program, The Junction Way ¿ `Steps to Success¿, contributes to a positive school culture as it centres on the school values and building strong relationships. A whole school transition day is held in December each year with students spending a day in their future class.
Our school is committed to providing a safe, secure and stimulating learning environment for all students. We believe that students can reach their full educational potential only when they are happy, healthy and safe, and when there is a positive school culture to engage and support them in their learning. Our belief is that that the highest learning outcomes are achieved with a whole child focus that responds to a child's emotional, physical, social and academic needs.
1. Ability to develop and implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the schools student population.
2. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
3. Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
4. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
5. Clear understanding of legislative requirements regarding privacy of health information.
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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Manage the design and production of school publications and documents.
- Provide professional student support services, e.g. therapist and psychological and counselling services.
- Provide strategic advice on specific support services and their impact on students, school curriculum and services.
- Manage the use of and access to school resource and reference material.
To meet the requirements for this position, applicants must hold one of the following qualifications:
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Certificate IV in Community Services (CHC42015)
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Certificate IV in Mental Health (CHC43315)
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Certificate IV in Youth Justice (CHC40513)
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Certificate IV in Youth Work (CHC40413).
The position is for 2 x days per week, with a possibility of additional days as an ES1-2 (Classroom Support).
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
