Department of Education VIC – Maryborough VIC
8 days ago, from Department of Education & Training Victoria
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment.
The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way. Vision: to be an inclusive connected flourishing learning community.
Our school values have been developed in consultation with the whole community. They are:
1. Aspiration
2. Kindness
3. Respect
On a single site, the school comprises facilities for primary, secondary and special needs education. The school is highly integrated with a common set of values and behavioural and learning expectations for all.
Overall enrolment numbers reflect the demographics of the Maryborough community. Strong and supportive School Council and parent involvement is encouraged. Committed Student Representative Council and a strong student leadership structure.
Enthusiastic, professional staff team consisting of 76 effective full-time teachers and 41.37 school support staff. Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group.
The school has a School Family Orientation of 0.6856 and provides a vibrant and productive education, Foundation to 12 and Specialist Education.
Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students, including VCE, VET and VCAL courses.
Trade Training Centre with excellent further education pathways established and successful tertiary placements for students. Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities.
Selection Criteria
1. 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.
2. SC2: Demonstrated capacity to work and collaborate with others in a team environment.
3. SC3: Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
4. SC4: Possess the technical knowledge and expertise relevant to the position.
5. SC5: Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
6. SC6: A commitment to professional learning and growth for both self and others.
Role
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.
Responsibilities
1. Lead the P-6 Nurture Program.
2. Establish a referral process in collaboration with the P-6 Assistant Principal and Sub School leader.
3. Conduct research on students' academic and wellbeing history using Compass to best meet the support needs of students.
4. Plan and execute Nurture Group programs tailored to individual and small groups of students based on their needs.
5. Notify mainstream staff of students' arrival at Nurture via Compass.
6. Collaborate with mainstream teaching staff to create individualised work programs and support students' engagement.
7. Contribute to and review Individual Education Plans with mainstream teaching staff each term.
8. Implement management strategies to address a diverse range of student behaviours.
9. Refer to prepared Nurture activities to engage students in learning and self-regulation.
10. Conduct regular phone calls to parents for check-ins and progress updates on their child in the Nurture Group.
11. Participate in Student Support Group meetings each term with staff, students, parents/guardians, and other stakeholders, where appropriate.
12. Provide students with drinks and snacks as needed.
13. Support the Disability Inclusion funding process through Inclusion Notes.
14. Review documentation including Vineland assessment to aid in the development of students in the Nurture program.
15. Fulfill other duties as directed by the principal.
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.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD).
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.
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.
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.
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