SC1     Demonstrate high level leadership skills to support their colleagues to enable all students to achieve their full potential.

SC2      Knowledge of college systems and ability to read data in relation to student outcomes and behaviours.

SC3     Demonstrated capacity & flexibility to work with a range of parents/carers/guardians, teachers and students.

SC4     Excellent organisational skills /written and communication skills.

SC5     Knowledge of a range of support networks available for children & adolescents

SC6     Knowledge of legislation and procedures in the areas of Child Protection and Mandatory Reporting

Attendance not required in term breaks

The Student Advocate will be a key member of the Year level team and support the leadership of the sub school. They will support the Student Engagement Leader in leading the development and maintenance of a positive teaching and learning environment within the relevant Sub School area. The role includes elements of Student Management, attendance monitoring, liaison with families, student Welfare.

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.

·        Work within a year level Team at a year level and ensure all programs, tasks and procedures are followed and completed consistent with the team roles and responsibilities.

·        Monitor student progress and implement appropriate strategies to maximise students' learning opportunities. Make clear to the College staff how student management responsibilities will be divided between themselves and the Learning Culture leader.

·            Work with the Student Engagement Leader to facilitate the provision of programs and opportunities for gifted students and students identified as ¿At Risk¿, contribute to the monitoring of IEPs.

·             Ensure referral of identified students at risk to the Student Wellbeing Team meeting.

·     When appropriate, collaborate with other College teams and outside providers including but not limited to the Wellbeing team, and the Administration.

·             Be an active member of a Year level Team .

·             Promote an identity and procedures within a year level that is consistent with college policies.

·             Ensure full record keeping of student management issues.

·             Promote and liaise with the Parent and Community involvement at the year level.

·             Support and encourage student leadership, agency, and voice across the level.

·             Monitor student attendance and pro-active approach to support students¿ engagement and re-engagement

·             Encourage peer support and involvement of staff members and students within the year level.

·             Coordinate and administer First Aid when required.

·             Be aware of and ensure compliance with the Occupational Health and Safety (OH&S) issues related to this area of responsibility and to ensure this information is conveyed to students and relevant staff.

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