AddressSituated in the small rural community of Rushworth, Victoria, Rushworth P-12 College offers potential staff the chance to work in a small, community-minded environment with a heritage school building and a picturesque Ironbark forest. Building relationships with students is of paramount importance to all members of the college community, which allows educators to have a positive impact on the lives of young people in the community and make a meaningful difference to their future lives.
With a new science and technology building opening in 2024 and significant investment in a free lunch program delivered as part of our VCE Vocational Major program, this is an opportunity to join our team in a time of growth and share our success in nurturing better student learning, wellbeing and engagement outcomes.
Rushworth is located about 180km north of Melbourne and centrally located between major cities and large towns, such as Bendigo, Echuca and Shepparton. The college draws on enrolments from communities in nearby small towns, with a current enrolment of around 150 students who are supported by around 30 staff. With a supportive and approachable team, spread out around the area, opportunities exist for carpooling and some flexibility in start and finish times.
We invite all the potential applicants to contact the Principal, Peter Bovell to arrange a tour of the College.
SC1. Demonstrated high level understanding of initiatives in student wellbeing and the capacity to implement these in a school setting.
SC2. Ability to lead and work effectively in a multidisciplinary team to support student with various academic, behavioural and wellbeing needs.
SC3. Demonstrated ability to provide assessment and intervention for students with various wellbeing needs.
SC4. Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the management of the school.
SC5. Demonstrated ability to build the capacity of others through professional learning activities.
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.
· Respond to school crisis situations as required.
- Respond to wellbeing needs in accordance with the wellbeing processes and policies of the school.
- Manage and respond to referrals, providing generalist support and counselling, crisis management, risk assessment for suicide/self-harm, advocacy and case management.
- Make appropriate referrals for students to external providers based upon their needs.
- Make appropriate referrals for parents/guardians/families to external agencies based upon their needs.
- Identify, source and facilitate relevant programs to support wellbeing needs of students and college.
- Support whole school events and schoolwide awareness days, and groups targeting support and inclusion of specific students.
- Creation/support creation of safety plans, student support plans and contribute to (Individual Education Plans) IEPs and (Behaviour Support Plans) BSPs.
- Attend and contribute to SSGs, case management & community meetings, assisting to identify at risk or facing difficulties with mental health, resilience, behaviour, engagement and attendance and developing inventions and strategies.
- Provide in-school support and counselling to young people who are identified as being at risk of not remaining in the school system.
- Identify, develop and implement flexible social skills programs to suit the individual client needs, addressing such issues as school retention, negative peer pressure, conflict resolution, anger management, personal and social development and relationship issues including grief and loss.
- Provide strategies to enhance and promote skills to improve relationships between family members, educators and young people.
- Identify needs unique to staff, students, parents and the education community to ensure ongoing, long term sustainable relationships with external networks and welfare providers.
- Assist in the inclusion of all students, including those with additional needs, fostering self-help strategies to encourage independence and self-reliance in the classroom.
- As required, become involved in school activities such as excursions, sports days¿, school camps etc.
- Other duties as required.
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
The successful applicant will have a tertiary qualification relevant to the roles and responsibilities of the position.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
