SC1. Demonstrated understanding of the needs of young people in an educational setting and ability to engage and build rapport with young people and families
SC2. Sound knowledge and understanding of mandatory reporting procedures, confidentiality and student rights
SC3. Knowledge of and experience implementing relevant wellbeing programs.
SC4. Demonstrated ability in the use of ICT systems with a high level of computer literacy
SC5. Demonstrated ability to work cooperatively with others and contribute to team objectives
SC6. Demonstrated organisational and time management skills leading to effective outcomes
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
Duties may include:
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Case management of students completed through a collaborative process that includes the student, family and school staff
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Design and implement programs to support disengaged students through evidence-based interventions
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Facilitate group sessions that develop social/emotional skills
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Organise and facilitate programs for minority/vulnerable students
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Communicate with all key stakeholders including family and school staff to support the young person
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Collaborate on the design and implementation of behaviour support strategies for students needing de-escalation and regulation plans
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Support whole school initiatives such as Breakfast Club and lunch time co-curricular activities
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Support school/cohort reinforcement systems to reinforce positive behaviour in line with the school wide positive behaviour support program
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Participate in decision making conversations around referral pathways for students
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Communicate with external support services/community groups to improve outcomes for students
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Assist in the development, implementation and review of student wellbeing/management policies
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Actively participate in professional development activities and programs and share knowledge and expertise with other staff.
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Liaise between the school and community agencies including facilitation of referrals to community agencies, psychologists and educational psychologists
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Abide by Legislative policies on privacy and child safety.
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Meet relevant policy and legislative requirements in relation to student health information privacy.
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
1.0 Time Fraction but this will be negotiable.
The town of Rushworth was established during the gold rush in 1853. It is surrounded by several larger towns all within one hour¿s drive, including Bendigo to the south-west, Echuca to the north-west and Shepparton to the north-east. Rushworth P-12 College was formed in 1996 when Rushworth Primary School and Rushworth Secondary College merged. The school is currently situated on the original Rushworth school site, which opened its doors in 1872. In 2024 major capital works were completed, which endowed the college with a new Science and Technology building that provides three teaching spaces in Science, Food Technology and Product Design Technology, with a fourth general classroom space for theory work. The college also invested in developing the grounds with a further landscaped recreational areas and a dedicated Agriculture and Horticulture space. Just over 60% of students are bussed into the College from the surrounding smaller towns of Stanhope, Colbinabbin, Nagambie, Harston, Redcastle, Mt. Camel and Murchison. They travel on average twice as far as students in the state and region, and higher than the LGA average. The College is a large employer and major resource for local people and the College¿s success is of vital importance to local communities. The student population continues to grow in 2025 currently at 174 students in the primarily in secondary year levels, and was 150 in 2024, with a ratio of 44% female to 56% male students, among which are an indigenous population of 18%.
