AddressAt Staughton College our aim is to foster a culture where students develop academically, socially and personally to become the best versions of themselves. We strive to have every student show more than a years learning growth every year. We believe that this is achievable with the right support, and effort, across our whole school community.
It is an expectation that staff at Staughton College develop strong relationships and trust to collaboratively improve student learning growth. Our staff are enthusiastic, passionate and relentless in using our pedagogical model to do this.
At Staughton College we work hard to ensure that students are dynamic members of our community. Student empowerment is encouraged across the school, both within the classroom and in extracurricular and leadership activities. Students are expected to be active learners who know, and use, high impact strategies to improve their learning. Through our Staughton Student Matrix we explicitly teach, and deliberately reward, key positive behaviours that improve student learning, effort and respect.
SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
Attendance requirement up to 6 days during school vacation.
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.
The successful candidate must be able to speak Samoan.
KEY RESPONSIBILITIES
Community Engagement
- Assist in running school programs.
- Attend network meetings.
- Actively network with external service providers and make referrals to support students and families.
Youth and Family Participation
- Book parents and interpreters in for Parent-Student-Teacher Interviews.
- Conduct welfare checks.
- Coordinate with and support Asst. Principal with Youth Justice.
- Support the Year 7 Transition Program by attending primary school visits and camp.
- Support EOY activities and holiday programs.
- Communicate regularly with parents and guardians.
General
- Support the development and implementation of plans to build the skills, capability and culture that will enable the college to work better with communities and make collaborative decisions
- Maintain a watch list of allocated students at risk to monitor for attendance, engagement, etc.
- Attend and support Year 7-10 sub-school meetings and SSGs.
- Attend and contribute to SOT briefings and student mediations.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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
- Base hours required at the school would be 8.15 ¿ 4.36pm (start and finish times may be negotiable) and may require attendance at homework club.
- Monitoring the mental and physical health of Pasifika students within the school and home environment. The PLO would provide one on one mentoring with each student to allow open and honest discussions on how they are coping in the school environment. Providing pastoral care for all Pasifika students and their families.
- Monitor students uniform, academic progress and lateness on a daily basis.
- Understanding relationships between Pasifika students and the school population. To be alert to any potential risks and issues that students may have with others. Work in conjunction with the school wellbeing officers to ensure students are connected to appropriate services
- Educate students and staff about how Pasifika students traverse cultural and social spaces and how they balance this at school and in society.
- Recognising the concerns that Pasifika students have within the school environment. Develop a monthly reference group with students, parents and other staff members to allow feedback about the program.
- Providing opportunities and experiences to Pasifika students that will allow positive education choices by creating clear educational pathways that students can follow and feel are attainable.
- Act as a mentor and advocate in parent meetings and to ensure translating services are available.
- To develop strong positive relationships with parents or guardians by inviting them to the school monthly for issues that are concerning them, learning about school online processes such as reports and attending events.
- 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
