AddressFlowerdale Primary School is a small, rural school situated 80 kms, N.E.of Melbourne. The school is an integral part of this community with strong liaisons with other local groups including the Community House, CFA, Men¿s Shed, Sports Club and Community Gardens. Our students have a love of their environment.
The teachers and Support staff at this school are committed to providing a nurturing and caring environment; encouraging students to achieve academic excellence whilst caring for each other. Our school values Safe, Respectful, Responsible, Learners. These values are deemed essential to create active learners and participants in our school and wider community.
The staff at Flowerdale is a mix of experienced class teachers, each bringing a unique dynamic to our small team. There is the equivalent of 5.0 full time staff, 1.0 principal class, 1.6 teachers and 1.6 education support staff. We currently have an F-2 and a 3-6 classroom. The PFA and School Council actively contribute to our school. We also have the services of a social worker and school chaplain to ensure that the health and wellbeing of our students is paramount.
Flowerdale is unique in its design and it serves to ensure that the children of this community are well catered for and can access a quality educational program without having to leave their local area. The school is part of the Education Hub, which also includes the local kindergarten and Maternal and Child Health Centre. Together, with our wider community connections we aim to develop connected, well-adjusted and considerate citizens of the future.
Strong family/school partnerships are imperative at this school. We encourage parent and community volunteers and the contributions they can provide to our students and programs.
The school must enter Selection Criteria as developed by the school for Education Support positions at this level and range. Delete this statement as part of that process.
1. Ability to implement a range of small group and whole-school mental health prevention and promotion activities aimed at improving student mental health and wellbeing, including the delivery of capability building and awareness raising activities for staff and/or students on key mental health and wellbeing issues affecting the school¿s student population.
2. Demonstrated ability to input into the development, implementation and evaluation of processes and strategies aimed at enhancing mental health and wellbeing prevention, promotion and early intervention.
3. Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling support to clients with a range of mental health needs.
4. Demonstrated experience in coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate.
5. Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
6. Clear understanding of legislative requirements regarding privacy of health information.
[Attendance requirement for this position]
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.
Specifically, the role will include, but not limited to: working with small groups of students to develop resilience and coping capabilities through the delivery of zone of regulation, support the Principal with and be the contact lead around Disability Inclusion and profile support, provide wellbeing check ins and Supports to students and the community, engage in the network wellbeing COP. There will be aide time provided to the classroom within these hours.
The role has been set at 30 hours per week, however time fraction is negotiable upon commencement.
- Providing advice and professional learning to others, including teachers and other school wellbeing staff, to build the capacity of schools to improve students wellbeing, learning and developmental outcomes.
- Delivering professional support services in a school, including mental health prevention and promotion activities and early intervention activities (including short-term counselling) for students with a range of mental health needs, applying sound theoretical knowledge and practical expertise.
- Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate to effectively manage risk.
- Working collaboratively with the school to enhance mental health prevention and promotion across the school by contributing to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.
- Liaising with other department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide appropriate support to students.
- Maintaining professional competence and continued professional development, including attending professional development activities throughout the year.
- Meeting relevant policies and legislative requirements in relation to student health information, privacy and consent.
Please note: Continued professional development is a registration requirement under the National Law, which governs the operations of the National Boards and Australian Health Practitioner Regulation Agency (AHPRA).
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
- 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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
