AddressWhite Hills PS has a current enrolment of 573 students. The school is located on the north eastern edge of Bendigo, four kilometres from the city centre. The original school opened in 1877 but moved to the current site after construction of a new school was completed in 1985.
The school received significant funding to upgrade building back in 2018. The school consists of the main building that will contain 13 modern permanent classrooms, two art spaces and maker spaces (shared spaces between groups of classrooms) once current building constructions are completed in late 2021. The school also has three relatively new relocatable classrooms and four older portable buildings. The school grounds include four main playgrounds and two sandpits to cater for various age groups, a large grassed oval, two undercover hard court areas and a PE shed (full sized basketball court). A new staff car park was constructed in 2019 to cater for the growth in the school.
The White Hills learning community is characterised by open communication and the formation of genuine relationships between staff, parents and students. All members of our community ensure our school is a caring, positive and stimulating environment. Our students have many opportunities to develop leadership skills and facilitate community connections, including the student-led assembly, which is a focal point for the community to gather together every week.
The students at White Hills PS are proud of their school and have a strong sense of belonging and shared values. Students are treated with a consistent approach, ensuring they have a shared understanding of behavioural expectations. White Hills PS ensures that students are at the centre of all phases of the decision-making process.
SC1 Demonstrated ability to address the needs of complex, and at risk students.
SC2 Demonstrated ability and knowledge to work collaboratively with external agencies to enhance positive student outcomes.
SC3 Demonstrated ability to be able to manage complex wellbeing needs of students from Prep to 6.
SC4 Demonstrated ability to monitor and implement strategies to address and improve student attendance and Engagement in learning.
SC5 Demonstrated ability to coordinate whole school programs to enhance a positive school culture.
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.
The responsibilities of this position will be:
- Provide 1:1 counselling and debriefing to student as appropriate.
- Deliver programs that address the needs of students (social skills, friendship groups, etc.)
- coordinate the Wellbeing Team with regard to engagement of student wellbeing for specific students.
- Liaise with community service organizations, DFFH, Bendigo Community Health, specialists programs and other professionals.
- Liaise and provide referral services for families and students to external support agencies and specialists as required (i.e. Child FIRST, Catholic Care, Anglicare, etc.)
- Support and co-lead responses to critical incidents and debriefing.
- Maintain appropriate case files.
- Provide written and oral reports as necessary to staff.
- Assist in the development of positive home and school relationship.
- Coordinate weekly meetings with Wellbeing Team.
- Lead attendance, individual and school wide.
- Head staff and attend Individual Learning Plan meetings and SSG meetings with staff when necessary.
- Support staff in their knowledge of how to best cater to individual students varying abilities, cultural, racial, ethnic and social backgrounds.
- Support Leading Teacher managing the implementation of the school operations and policies related to student welfare.
- Ability to plan, model and support staff delivering wellbeing based practices.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements to 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
- 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
- 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
