Selection Criteria for Community Liaison Officer ¿ Mildura Primary School

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.

Community Liaison Officer

The role is responsible for developing key relationships and partnerships with local community to facilitate community links for the connected beginnings program.  The role will also link in with a range of community groups, agencies and service providers, to enhance the lives of children aged 0 -5.

The Community Liaison Officer (CLO) is expected to perform a community engagement and capacity building role, and to develop and manage specific projects. The CLO will support engagement with vulnerable and disadvantaged families, helping identify community needs, and assisting in the design and development of flexible service delivery to meet those needs. 

This role reports to the Director, Connected Beginnings Mildura.

Key Tasks-

·       Engage with local Aboriginal and Torres Strait Islander community to develop meaningful relationships to change the outcomes for community

·       Community focus ¿ focus on how community needs can be met and what this looks like from a community perspective

·       Build and maintain strong links and relationships with community and work with community to develop programs to improve the lives of children

·       Engage families to ensure children gain access to services in a way families are comfortable with.

·       Work with families and services to ensure children 0-5 have access to early childhood services to ensure children become school ready

·       Form relationships and work with Kindergartens to deliver cultural education to children and staff

• Participate in capacity building projects with other relevant local service providers and community based agencies

·       Provide a welcoming environment for parents to feel comfortable in having trusted conversations to enhance the lives of their children and families e.g. yarning circles

·       Ensure the work is community led, through effective facilitation and continuous community engagement

·       Work with MDAS and other services in combined projects as necessary

·       Have input into Hands Up Mallee projects and planning

·       Perform additional duties from time to time, as required

Requirements-

·       Able to solve problems independently and manage projects alone

·       Ability to engage with a wide variety of individuals and organisations at all levels

·       Communicate effectively with well-developed and accurate written, oral and electronic skills 

·       Can use computers and other forms of technology to gather data, communicate and report to other individuals and agencies

• Show initiative and exercise professionalism by contributing to a harmonious working environment that enhances work satisfaction and service delivery.  Plan and manage own workload to ensure efficient outcomes and a timely response to requests with competing demands.

·       Satisfactory completion of a National Police Check, International Police Check (if applicable) and  Working with Children check

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 marrung@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

CONNECTED BEGINNINGS

The aim of the Connected Beginnings program is to support the integration of early childhood, maternal and child health, and family support services with schools in a number of disadvantaged Indigenous communities so that children are well prepared for school.  Over time, this will contribute to reducing the disparity in school readiness and educational outcomes between Indigenous and non-indigenous children

The proposed project aims to further build on the successful work of the Total Learning Centre and adding to the space a conduit for families to access health and family support services. Through connections and collaboration with our community the project will provide access and support to access services that will wrap around the families of Mildura to improve their health and build skills to function in the community. The goal is to empower members of the community to build knowledge, skills and understanding to work with each other and create a sustainable positive outcome for all.

The project will bring together many of the services that stand alone in the Mildura area and work with members of the community to give them directions and access to these services. The common outcome being to provide families and children aged 0 to 5 years of age with the help needed to have school ready children by the age of 5 years. Often children and their families are in need of help with occupational therapy, regular doctor check¿ups, and speech support. The project will also provide access to preschools and ensure young children are attending regularly to benefit from the early years programs provided.

KMPG RECOMMENDATIONS

An integrated early childhood service model for Mildura may be led by Mildura Primary School

in close collaboration with MDAS, on the basis that the School has:

·       a prime central location, close to a large proportion of the Indigenous community;

·       the largest cohort of Indigenous students amongst all schools in the area;

·       leadership from a principal who is committed to the goals of service integration;

·       is in close proximity to and has close ties with MDAS;

·       an array of quality infrastructure; and

·       already hosts Indigenous Playgroups at the Total Learning Centre (in collaboration with Mallee Family Care).

Given the size of the region and extent of disadvantage amongst the dispersed regional Indigenous

population, there is a need to engage closely with all local schools, local service providers accomplished through the establishment of reference groups, which will include representation from all key organisations and community groups in the core governance group. Reference groups will be used to help the lead agency understand the needs of local children and families and to identify and overcome barriers to access (e.g., transport) and generally improve the quality, cultural safety, confidentiality and integration of local services. (including funding bodies) and community members from across the region.