- Demonstrated ability to assess and respond to the needs of all students, implementing targeted strategies to improve wellbeing, engagement, attendance and outcomes.
- Demonstrated ability to work collaboratively with staff in a fast-paced and dynamic environment, using initiative to coordinate effective strategies and interventions for students.
- Highly developed communication, interpersonal, negotiation and conflict-resolution skills.
- Demonstrated ability to engage effectively with parents and carers, including participating in meetings to identify needs, communicate progress and develop collaborative support strategies.
- Demonstrated knowledge of inclusive education and Disability Inclusion, with the ability to understand and contribute to Disability Inclusion Profile meetings and processes.
- Understanding of Child Safe Standards, confidentiality, privacy and professional boundaries, with the ability to exercise sound judgement when responding to student wellbeing and safety concerns.
The Student Advocate serves as a dedicated support figure for students, ensuring their academic, emotional, and social well-being is recognized and addressed. They act as a liaison between students, staff, families, and external services, empowering students to overcome barriers and succeed in their educational journey.
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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Key Responsibilities:
- Student Support & Advocacy:
- Act as a trusted point of contact for students needing academic, emotional, or social support.
- Identify students at risk and develop strategies to support their engagement and progress.
- Monitor and support student attendance, behaviour, and wellbeing.
- First point of contact at the junior hub when students arrive. Provide support with a focus on re-entry to class.
- Communication & Liaison:
- Communicate regularly with families regarding student concerns and progress.
- Attend Student Support Group meetings and contribute to the development of support plans.
- Collaborate with teachers, welfare, and coordination staff to support students.
- Liaise with external agencies (e.g., mental health services, social workers) as needed.
- Intervention & Mentoring:
- Provide one-on-one mentoring and check-ins with students.
- Facilitate individual and group sessions on topics such as resilience, bullying, and self-esteem.
- Support conflict resolution and restorative practices among students.
- Inclusion & Equity:
- Promote equity and inclusion by ensuring all students¿ voices are heard and respected.
- Support underrepresented or disadvantaged students in accessing opportunities.
- Record Keeping & Reporting:
- Maintain confidential records of student interactions and progress. These are documented on compass and/or in your diary.
- Provide regular reports and updates to leadership or year level teams.
- Close monitoring of compass to follow up on compass posts, in conjunction with coordination teams.
- Provide regular updates and responses to compass posts that staff have documented.
- Close monitoring of daily attendance, tracking down students who are absent from class but present at school and fixing attendance data on compass.
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
Trafalgar High School is a 7 to 12 regional high school with a student enrolment of approximately 700 students. Of these students many travel from outside of the immediate area to make Trafalgar High School the school of their choice. It is situated in a pleasant environment between the Strzelecki Ranges and Mount Baw Baw. Located on a large, attractive site adjacent to Trafalgar Primary School, this unique rural setting nurtures a strong school identity based on wide community support, providing a stable, caring environment in which each individual attains a sense of identity and self-worth. Many students travel to the school by bus or train from well beyond the local area.
Our vision at Trafalgar High School is to provide a caring, supportive and challenging learning environment where all students have the opportunity to achieve and develop as lifelong learners who actively participate in their community.
Trafalgar High School is dedicated to providing a valuable education that aims for excellence through creating opportunity for every student in its community. The program offered at the school is comprehensive including a strong academic curriculum that is well balanced across the Key Learning Domains and a variety and range of extra-curricular activities that enhance learning opportunities for all students. The commitment to learning for all students is a core belief and value at Trafalgar High School
Our values provide the platform for all relationships and interactions within our community:
Respect
Effort
Kindness
In addition, a Select Entry Accelerated Learning Program (SEALP), established in 1997, enables selected students to cover an enriched Years 7 - 10 curriculum, potentially in only three years. Many SEALP students choose to remain in this program into Year 10, however, undertaking some VCE units in the process. The school seeks to offer the broadest VCE curriculum possible each year. The VCE Vocational Major (VM) is available to Years 11 and 12 students more suited to hands-on work. Aiding is available to students assessed as having learning difficulties.
The school has successive high achievement in VCE results and excellent On Track data. Striving to meet the needs of all students whereby they can experience success through their efforts is undertaken in a learning environment where high aspiration and effort is encouraged.
A balanced approach to the development of the whole child is also of paramount importance and fundamental in the education philosophy of the school. An ongoing focus on pedagogical practices has involved the continuing development of the schools instructional model including in this, the tenets of positive education. Approaches through positive education are explicitly taught focusing on using strengths to succeed and approaching all opportunities with a growth mindset. Students are supported throughout their Year 7 - 12 education in a safe and caring learning environment where the tenets of positive education, mindfulness and restorative practice form the basis of the engagement and wellbeing approaches. A strong sense of community is also important at Trafalgar High School, with over 34 feeder primary schools, links and partnerships with community and community organisations. These are vital in building and strengthening a sense of connectedness and are evident through our partnerships with Trafalgar Youth Resource Centre, service clubs and organisations, business partners and the involvement and real input through student voice with student leaders.
Currently the school has 54 experienced teachers comprising of 5 principal class, 43 full time and 13 part time teachers with 38 education support staff and a school nurse.
Camps, outdoor education, excursions, LOTE study tours, work education and career advice, further enrich the curriculum across a range of year levels. Generally, our school leavers successfully enter adult life by joining the work force or pursuing further studies. VCE results have been consistently above the state average, as has success in a range of sports, national competitions, and musical endeavours. An active Student Representative Council encourages student support and ownership of the curriculum.
