14 days ago, from Department of Education & Training Victoria
Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, about 150 kilometres south-east of Melbourne.
The Kurnai College Statement of Purpose reads:
To build a Learning Community with a global perspective which promotes respect and achievement.
We define a Learning Community as a community where:
* learning is our focus
* all members of the College Community accept the responsibility for increasing their own learning
* all members of the College Community accept the responsibility to assist others to increase their learning
The College's Four Pillars underpin all aspects of our work. They are Engagement, Excellence, Work Ethic and Relationships.
The current Strategic Plan focuses on building teacher capacity through Professional Learning Teams, improved data literacy and assessment for learning practices. We also focus on creating positive learning environments through the Positive Behaviour Support framework incorporating a restorative approach that is informed by a knowledge of generational poverty and the Berry Street Education Model. The College values student, family, and teacher voice.
The College has moved to a collaborative approach to drive curriculum and pedagogical development. The college has trained a team of growth coaches to help build teacher capacity. The College will also provide instructional leadership development opportunities for teaching staff over the period of the current plan.
The College has developed a strong ICT network and are building our E-learning capacity at every opportunity.
We welcome all students to our college, and we are particularly proud of our efforts to be a more inclusive learning community. The College has been recognised for its work in forging links with the indigenous community and continues to welcome students from all backgrounds, working with all to achieve success. The College has recently changed its logo to better reflect with our Koorie connection and respect for the Gunai Kurnai people.
The College works hard to connect with our local community to increase the number of Kurnai students in further education and training. The College has three mainstream campuses with two year 7-10 campuses located at Morwell and Churchill, and a senior campus for years 11-12 co-located at Federation University in Churchill. The College also administrates two satellite campuses to cater for students at risk (LV FLO) and young parents (KYPP).
The College looks to the future with a sense of optimism and a positive frame of mind. With a stronger focus on our Kurnai identity and of belonging to one College with five campuses, combined with an understanding of, and commitment to, our purpose, we move confidently forward striving to provide the best possible learning opportunities for all members of our Learning Community.
LVFLO
This position will commence at the Latrobe Valley Flexible Learning Option, LVFLO Campus. A Latrobe Network Partnership between Kurnai College, Traralgon College and Lowanna College. LVFLO is governed by the partnership's Board of Management and is a joint approach to catering for students who are not in education, actively disengaging from education or who are at risk of disengaging from education.
Low socio-economic status impacts student engagement and wellbeing within the local government area of Latrobe; both Moe and Morwell are listed in the top ten most disadvantaged towns in Victoria. Indigenous children and young people are over-represented in this disadvantaged group increasing levels of vulnerability. The level of intergenerational disadvantage in the region is highlighted by the highest rates of adolescent self-harm and adolescent parenthood in Victoria.
LVFLO will cater for both indigenous and non-indigenous young people, offering a flexible and personalized approach to education pathways. The utilization of student focused core literacy and numeracy modules along with the use of art and health development as further motivating tools will build student capacity both academically, emotionally and physically.
The flexible timetable of LVFLO allows for partnerships between community organisations and agencies to provide a holistic approach to the re-engagement of young people at risk
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
Role
Attendance - Monday to Friday, 7.6 Hours per day
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, specialisedstudent/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
* Provides routine support for teachers including assisting with planning of student routines
* Supports communication between teachers and parents
* Communicates with teachers on routine matters related to students and/or other responsibilities
* Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
* Communicating with student/s to support comprehension of basic tasks and information
* Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
* Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
* Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
* Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
* Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 (seeWorkplace 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
Child Safe Standards
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
DE Values
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
Other Information
* 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
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
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