SC1    Demonstrated experience and skills in coordinating a specific education support function.

SC2    Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.

SC3    Demonstrated 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 in respect to the work area.

SC6    Demonstrated commitment to professional learning and growth for both self and others.

[Attendance requirement for this position]

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.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

VASS co-ordinator experience highly regarded

This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.

Rushworth P-12 College is a dynamic learning community situated in Rushworth, Victoria, a small rural town of approximately 1000 people, located 180 kilometers north of Melbourne. Our community is surrounded by several larger towns all within one hour’s drive, including Bendigo to the south-west, Echuca to the north-west and Shepparton to the north-east. We have a student population of 150 and employ over 30 teaching and non-teaching staff. Many students are bussed into the College from the surrounding smaller towns of Stanhope, Colbinabbin, Nagambie, Harston and Murchison.  The College is a large employer and major resource for local people and the College’s success is of vital importance to local communities.

Backing onto a picturesque ironbark forest, the College has excellent facilities on an expansive site encompassed by the natural environment. The heritage-listed, original school building built in the 1870s, has been carefully and sensitively adapted, as befits a community landmark. The 2012 Commonwealth funded BER construction of four classrooms and a large open learning space provide enhanced opportunities for teachers to create a range of student-centered learning contexts. The external environment includes a Kitchen Garden, a large playing field, and well-designed and maintained recreation areas, including gardens and conversation areas.

We share a close relationship with our community and Rushworth would welcome new members warmly. The potential to carpool with other staff members travelling from surrounding areas, e.g., Bendigo and Kyabram also exist.

Due to our central location, there are endless opportunities for our staff to network with other educators within the surrounding area, through Communities of Practice meetings each term amongst Rochester, Echuca, and Kyabram schools.

The College ethos is based upon the commitment of staff, students and families working cooperatively to provide the best possible curriculum in a safe and welcoming environment. The College has employed the Visible Wellbeing Education Model, which works alongside our SWPBS program, supporting the embedding of our college values: Aspiration, Pride and Respect.

We invite all potential applicants to contact the acting principal, Todd Woodfine to arrange a tour of the College.