AddressSC1 Demonstrated capacity to engage and work with young people to address social, emotional and educational needs, including attendance.
SC2 Highly developed communication, networking and interpersonal skills, including the ability to liaise effectively with the community and beyond.
SC3 Demonstrated capacity to work in a team environment.
Sc4 Demonstrated commitment to professional learning and growth for both self and others.
RoleA strong commitment to wellbeing and educational outcomes of young people.
Demonstrated experience, skills, expertise and knowledge in supporting the wellbeing of students. A current and recognised counselling, youth work or social work qualification is required.
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.
Responsibilities- Work collaboratively with the wellbeing team to address the wellbeing and educational needs of students including the implementation of Respectful Relationships and the Safe Schools programs.
- Management of attendance related issues for students at risk of disengagement from schooling
- Student intake, psychosocial assessment, brief intervention and triage of support.
- Support students through the identification, provision and documentation of intervention strategies that address barriers and risk factors.
- Case management of students in out of home care, Indigenous, refugees, including compliance with DE requirements
- Facilitate referrals to internal and external support services, such as DE Navigator, Family support services and CYHMS
- Maintenance of accurate and up to date student case notes and files.
- Collect data on wellbeing referrals
- Facilitate and/or support professional learning workshops for staff as required
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
The College request that each applicant consider including the following:
- A specific response to the selection criteria
- A copy of transcript of qualifications (can be brought to interview if shortlisted.)
- A copy of WWC Check
- A summary of experience
- Three referees who are able to make relevant comments regarding the application in relation to the key selection criteria.
- Please provide telephone numbers (home, mobile and work if applicable) and email addresses of your referees.
Referees other than those nominated may be contacted.
Glen Eira College is a dynamic, co-educational school committed to the values of respect, excellence and tolerance. The college offers a traditional, academic approach with firm discipline in a supportive environment and a rich and varied extra-curricular program. As well as our focus on academic rigour, we have also been focusing on the development of Languages, Music and the Performing Arts. While most of our clientele comes from the local area, we also attract students from far afield to our innovative French programs - French 1st Language and French Immersion.
Our English Language Centre, strong EAL and International Student Program also reflect our international focus.
The college runs a highly successful Select Entry Accelerated Learning program: SEAL. This program allows talented students to work a year in advance of their peers in the core subjects of English, Maths, Humanities and Science. Feedback from parents, students and staff has been consistently positive.
The College has recently completely a 10.1 million dollar school refurbishment which included a new netball size gymnasium and sports complex, 5 new science rooms, 2 new food technology rooms, refurbished arts wing and new VCE and wellbeing centres. We also have a 260 seat Performing Arts Centre.
The college has 63.3EFT teachers, 3 Principal class, and 21.4 Education Support staff. The college's leadership team, with the support of our college council and parents, will continue to strive for excellence throughout the school.
Language Learning at Glen Eira College
We have a strong focus on high quality language learning. Students can choose from French (3 streams), Japanese (2 streams) and Hebrew.
French:
- French 1st Language (We are accredited by the French Government to deliver the CNED program)
- French Immersion - Students study 3 lessons a week of French Language and 3 lessons a week of Humanities and 2 of Drama in French language using Immersion methodology
- Mainstream French
Japanese:
- Japanese Immersion - Students study 3 lessons a week of Japanese Language and 4 lessons a week of Science in Japanese language using Immersion methodology
Mainstream Japanese
Student SuccessWe emphasize student success through provision of a comprehensive curriculum and a broad range of year 10 to 12 subjects. Challenging extra-curricular programs, together with opportunities for personal development and leadership training, cater for a variety of individual needs and enable students to develop social and intellectual strengths. University enhancement programs, acceleration and access to extension studies ensure specialist student talents are enriched and nurtured in an environment of encouragement, motivation and celebration.A tradition of excellent VCE results ensures all our graduates progress to the university and TAFE courses of their choice.
School Improvement Focus
We are determined to continue this improvement as our focus becomes delivery of challenging holistic educational programs that meet the needs of our students. Glen Eira College is committed to ongoing school improvement and welcomes highly capable professionals keen to be part of our growth as the school of choice in Caulfield.
For further information about us, please refer to the College Website
