Address
Form of workSC1: A demonstrated commitment to working respectfully with young people, families and communities using a solution-based framework to address issues of wellbeing and engagement.
SC2. Demonstrated skills in working with young people presenting with a range of complexities, including management of challenging behaviours, supporting school refusal/disengagement, complex trauma and mental health.
SC3. Clear knowledge of and ability to liaise with community agencies and services in the development of appropriate pathway options to suit individual needs
SC4. Demonstrated high-level skills in working as part of a team with a commitment to collaborative practice, including the capacity to work independently when required
SC5. Demonstrated high level written and verbal communication skills and high-level record-keeping skills with a capacity to work under pressure to meet deadlines
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.
The duties and responsibilities for the types of Education Support class work that can be expected at this level are set out below.
· Delivers care through various health, counselling, wellbeing and therapeutic services to a school(s)
· Assesses student needs and delivers a range of services within generally defined parameters
· Provides standard professional services independently within defined organisational parameters with professional support and guidance that is close at hand.
· Provide standard clinical professional services to students within the parameters of school policy and guidelines and the standards set by the relevant registration body
· Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others
· Retains accountability for individual practice
The Student Wellbeing / welfare support worker will assist students enrolled at Sunshine Special Developmental School. The successful candidate may have both on-site and off-site duties. They will be required to work within the re-engagement classroom, alongside the teacher, to support students with challenging behaviours, engagement and learning difficulties and support administrative tasks.
The role involves working alongside the teacher to deliver the following interventions:
- Behaviour Intervention: Develop an ability to understand and manage behaviour whilst considering the impact of their actions on themselves and others.
- Self-Regulation: Build student's ability to understand, manage and regulate their emotions, reactions and feelings.
- Peer Connection: Build an understanding of how to work with and relate to people in the community in a productive manner.
- Re-Engagement: External service engagement to support and consolidate learning within the Flexible Learning program
Qualifications: Diploma and Certificates in Counselling, Youth Work or Social Work preferable
· Contributes to policy development within the school
· Contributes to and/or conducts training and instruction to school colleagues within the professional field and individual scope of the practice
· Explain professional concepts and approaches to students, stakeholders, colleagues and staff
· Facilitate individual or group programs for students
· Apply sound theoretical knowledge and practical expertise
· Work 1:1 with students identified as seeking support regarding welfare / wellbeing issues
· Participate in Student Support Group and Care Team meetings as required
· Conduct home visits where appropriate
· Work within an expectation of flexibility across the school.
· Assist students during educational programs and be guided by teachers and therapy staff.
· Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting and recreational activities, therapy activities, life skills.
· Assist in the preparation of student resources, equipment and curriculum support resources.
· Assist and support the implementation of instructional programs.
· Communicating effectively with the school welfare team regarding student outcomes and progress.
Work collaboratively with key stakeholders at the school, utilising clear
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
- 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
