Department of Education VIC – Maryborough VIC3 days ago, from Department of Education & Training VictoriaMaryborough 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: Aspiration, Kindness, 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 behavioral and learning expectations for all.Overall enrolment numbers are reflecting 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.
Educational provision of 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.
VCE, VET, and VCAL courses.Trade Training Centre.
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.
Technological Bring Your Own Device computer provision is being phased in from 2015.
Provision of computer suites and notebook trolleys are established throughout the school.
Internet and intranet use is supported.Selection CriteriaSC1 Demonstrated capacity to effectively lead and develop programs for the social, emotional, and health care needs of students specific to the needs of the school community.SC2 Demonstrated high level communication skills in both verbal and written forms with highly developed organisational and administrative skills, including the ability to keep formal records and written reports.SC3 Demonstrated ability to lead a team including teachers, parents, students, other wellbeing workers, and outside agencies to effectively support students within a school setting.SC4 Demonstrated empathetic and supportive nature in regard to the care management of students and parents, when working with both individuals and groups.SC5 Demonstrated capacity to respond effectively and promptly to crisis situations to support the students, family, and other members of the school community.RoleRange 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.ResponsibilitiesManage and work with a team of people who are responsible for the care and wellbeing of Yrs 7-12 students at Maryborough Education Centre.Provide key leadership skills and strategies as an active member of the Student Services Team and short-term working parties as requested/required.Provide support to the whole school Student Services team to promote wellbeing education.Provide reports on individual students to the Principal and Assistant Principals as required/requested.In conjunction with other relevant staff, provide assistance to: new students to the school, families who have complex needs, and students experiencing difficulties at school, at home, or in the community.Provide support to parents and encourage parental participation in addressing student wellbeing issues including supervised home visits.Assist with review and implementation of policies e.g., Safe Schools Policy, breakfast, drug education, and cyber-bullying.Develop and implement small groups e.g., peer support, anger management, self-esteem, life skills.Provide care management as needed in regard to social/emotional needs of students.Facilitate strong connections between students, staff, family, and community members.Provide support for crisis and critical incident management.Liaise with and support, Headspace, Anglicare, Youth Services (YSAS), Navigator, CASA, be the nominated Drs in Schools Liaison Officer, CAMS, SOCS, DET Psychologists and Speech Pathologists with referrals and appointments.Advise and refer parents to other government and community agencies and resources.Act as a conduit between students, their families, and appropriate community health organisations and coordinate contact between these parties.Ensure that students have advocacy within the school or with outside agencies as required.Provide relevant information on available resources to students and their families.Organise and help facilitate educational sessions / activities programs based on the needs of the student cohort at any given time, including purchasing of resources as required.Provide information to parents on students' social progress, as appropriate.Arrange meetings to plan and implement strategies to resolve wellbeing issues – including mediation and restorative practice sessions (student: student; student: staff; or whole class).Provide staff relevant information in order to ensure the welfare and education of students.Provide a communication link between the school, community, welfare agencies, and networks.Liaise with and support the Tier 3 and PSDMS Coordinators and staff in supporting funded students.Liaise with support services for students with economic difficulties.Assist to coordinate the State Schools Relief Program.Act as a resource to staff via Years 7 – 12 consultation role, attend classes or group meetings as required.Assist to coordinate and attend the MEC Breakfast program.Attend the Alternate program to meet with individual students and attend Alternate program meetings on a weekly basis.Maintain a tidy and organised workspace.Other duties as directed by the Principal and Assistant Principal.Who May ApplyIndividuals with the aptitude, experience, and/or qualifications to fulfill the specific requirements of the position.EEO AND OHS CommitmentApplicants 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.Child Safe StandardsVictorian 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: Child Safe Standards Policy.DE ValuesThe 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 InformationAll 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 HR Website.#J-18808-Ljbffr