Pavilion School - Student Support Worker, Fixed Term (0.8)

The Pavilion School is a Victorian state secondary school for students who have disengaged from or been excluded by schools or education providers.  It is a safe and supportive school where students are provided with flexible and individualised learning plans and personal support from a multidisciplinary wellbeing team.  At the Pavilion, students work in small groups and participate in an academic program that adheres to standards set by the Victorian Department of Education and Early Childhood Development.  Characterised by a calm and therapeutic environment and approach, The Pavilion School aims to provide a positive educational experience for all its students. 

Teaching staff at the Pavilion develop individualised curriculum for each student and assess work according to VELS, VCE and VCAL learning outcomes.  Pavilion staff have a proven ability to work with at-risk youth and experience in dealing with students with a complex range of personal issues. It is essential that Pavilion staff members are willing to follow a shared theoretical approach, along with its practical application, so that the successful implementation of the Pavilion model can be maintained and enhanced.

The Pavilion School comprises of two campuses of Charles La Trobe College.  Pavilion staff members are employed by Charles La Trobe College and all students are enrolled there.  The Epping campus of the Pavilion is situated within The Melbourne Polytechnic building in Epping, whilst the East Preston campus is located at 1-3 Sylvester Grove East Preston.

At any given time, Aboriginal and Torres Strait Islander students can account for approximately 15-30% of the Pavilion student cohort. To better support our Indigenous student population, prospective applicants of Aboriginal or Torres Strait Islander background are strongly encouraged to apply.

1. Demonstrated ability to work with young people with challenging behaviours.
2. Demonstrated ability to work in a team and follow a shared philosophical approach
3. Demonstrated understanding of child and adolescent development and the impact of trauma on this development.
4. Demonstrated commitment to professional learning and growth for both self and others.
5. Demonstrated excellent oral and written communication skills.
6. Demonstrated ability to support programs and curriculum which are considerate of the learning needs and perspectives of students from culturally diverse backgrounds, including those of Aboriginal or Torres Strait Islander descent

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
• Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

It is well known that engagement and participation at school is a significant protective factor for adolescents.  Therefore, the number one role of the Student Support Worker is to assist students to engage with learning at the Pavilion school.  The Pavilion School students present with a range of complex life situations and require individual attention in the classroom.  The role as Student Support Worker involves supporting these students with their learning, assisting them to regulate their behaviour using limit setting and being a positive role model in the class.

Specific duties

• Provision of support to teachers during class time as directed by teachers
• Provision of individual support to students during class to assist with their learning
• Provision of support to students who are having difficulty regulating their behaviour including the implementation of Pavilion expectations.

• Participation in professional learning with other Student Support Workers and whole team
• Attending dedicated supervision sessions with leadership supervisor
• Data base updating
• Other duties as directed by the Pavilion Coordinator

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department of Education and Training 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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 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

• Applicant must have current Employee Working With Childrens card
• Please provide the names and contact details of three referees.
• Referees other than those listed may be contacted.

• 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