4 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025 - 18/04/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1455139
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.
[Attendance requirement for this position]
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.
A role at this range may include:
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, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
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
Kensington Community School (KCHS) is a small secondary school with the capacity to enrol approximately 100 students, enrolled across 5 classes between years 7 and 12. KCHS is a special-purpose setting designed for the inclusion of young people who have experienced difficulty in their previous educational settings. The school specialises in providing significant learning and wellbeing supports for the needs of these students. Many of the young people who choose to enrol at our school have not experienced learning success, or a sense of connectedness, to mainstream schools for a range of reasons.
The school's ethos is centred on five key values: Community, Achievement, Respect, Effort and Safety (CARES). Working collaboratively, staff and students have developed specific expectations for each value that are the basis of teaching and learning, with participation in and around the wider community.
In our school we endeavour to build positive relationships between adults and our young people so that they might flourish and realise their potential. To facilitate these relationships, we run smaller class sizes and utilise a co-teaching to ensure our students¿ learning and wellbeing needs are fully supported.
At our school, pastoral teachers and education support staff assist young people to set personalised learning goals based upon their passions or interests. Staff strive to enable student voice, encouraging young people to exercise as much choice as possible in their learning. Pastoral teachers also ensure that the teaching and learning program as a whole meets the standards of the Victorian Curriculum F¿10, and that it enables the reporting of student achievement against the achievement standards. At Year 11 & 12, the school offers the VCE Vocational Major (VM), or the Victoria Pathways Certificate (VPC), formerly known as VCAL for students. From year 10, students complete a VET course as part of their VM or VPC studies. We have partnered with AIE & AIET registered RTOs to deliver a range of Certificates in Visual Arts, Outdoor Education, Hospitality, Hair & Beauty, and Creative Industries. The certificates are taught on campus at KCHS.
The wellbeing of every student at KCHS is our highest priority. The KCHS wellbeing model is a multi-tiered system of support, which is a systematic improvement framework whereby continuous data-based problem-solving and decision making is practised at the school. It is a strengths-based approach, implementing early identification and intervention strategies, that utilises high-impact, evidence-based pedagogical and wellbeing practices. This ensures every student receives the appropriate level of support, instructional intervention, and adjustments to be successful.
Through School-Wide Positive Behaviour System (SWPBS) the school creates positive relationships to provide opportunities for our students to develop connections with their communities, and an understanding of the world around them. We commit to providing accessible, authentic, and ongoing learning for all within our school community.
The school is currently beginning the implementation of the Berry Street Education Model (BSEM), a trauma-informed practice approach to student-centric learning and wellbeing. BSEM promotes wellbeing in the school and supports teachers to meet the individual needs of each student.
The school acknowledges that some students may need extra social, emotional, or educational support at school, and that the needs of students will change over time as they grow and learn. We commit to resourcing a highly skilled wellbeing team to support young people and their families to engage with education.
We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning and wellbeing. If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.
To find out more about our school, we invite you to peruse our website (Kensington Community High School (https://www.kchs.vic.edu.au)
Full time / From 28/01/2025 - 18/04/2025
Ed Support Level 1-Range 2
Rhys Doyle | 039376 1953