SC1 Demonstrate knowledge and experience working with children aged 5 - 13 to support them with their social and emotional development. 

SC2 Highly developed interpersonal skills when communicating with staff, students and families, and an ability to maintain comprehensive confidential case notes. 

SC3 Capacity to work as part of a collaborative Wellbeing team and contribute significantly to the achievements of the team. 

SC4 Demonstrated ongoing commitment to developing professional understanding and expertise in the area of student wellbeing. 

SC5 Clear understanding of the Child Safe Standards and the privacy of health information.

[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.

The responsibilities of this position will be: 

• Provide 1:1 and group counselling and debriefing to students as appropriate 
• Liase with School Wellbeing Team with regard to engagement of student wellbeing for specific students 
• Liase and provide referral to external support agencies and specialists as required 
• Support responses to critical incidents and debriefing 
• Maintain appropriate case files 
• Provide written and oral reports as necessary, including presenting information to staff 
• Assist in the development of positive home and school liason
• Carry out other duties as required by the School Leadership Team

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

At Seaholme Primary School we work together with our community to ensure `Success for All¿. We provide a stimulating, creative and challenging learning environment where students achieve their personal best. They are supported to grow socially, emotionally and academically, and become respectful, responsible and resilient members of a global community. We offer a robust educational experience for all students through effective communication, strong collaboration and high impact, research-based teaching.

Located in Altona, a short walk to the beach and Cherry Lake Reserve, Seaholme Primary School has a current enrolment of 320 students supported by a professional and committed workforce of 27 equivalent full-time staff.

Seaholme Primary School provides an outstanding, comprehensive teaching and learning program in all curriculum areas and continues to achieve outstanding academic results. Additional programs include visual and performing arts, physical education, STEM and Mandarin. Out of School Hours Care (OSHC), swimming, camps for years 2-6, lunchtime clubs, instrumental music, incursions, excursions and counselling are provided with the aim to enable every student to reach their full potential.

We are privileged to have such wonderful students at our school. Our students are intelligent, resilient, creative, imaginative, disciplined, dedicated to life-long learning, respectful and ethical. They leave Seaholme Primary School, with the skills, mind sets and qualities that will best equip them for success in the world of the future. They are the future leaders and role models of society.

Teachers work collaboratively to provide a challenging and stimulating broad-based curriculum, which is grounded on a solid foundation of literacy and numeracy skills.

We offer high quality, strategic professional development, utilising expertise within and beyond the school, Professional Learning Communities (PLCs), School Improvement Team (SIT), and curriculum days to accelerate the continuous improvement of learning and teaching at Seaholme Primary School.

Seaholme Primary School has been recognised for its outstanding commitment to professional growth. We are a Professional Learning Communities (PLCs) Link School. We support other schools in our region to improve their teacher practice and student outcomes through the PLC Inquiry Model. We are very proud to be able to share our achievements and work practices with other schools.

The active participation of parents and carers within the school community is a highly valued feature of our school. A strong partnership with parents is developed and considered essential in our endeavours to ensure the successful learning achievement for every child. Over recent years the School Council has developed areas of the playground to make them attractive, safe and stimulating for our students. 

In late 2020 Seaholme Primary School had its review and developed a new School Strategic Plan (SSP). Over the next 4 years, the goals within our SSP are to; improve the learning outcomes of all students, to enhance student engagement in all facets of school life, and to enhance the health and wellbeing of every student. 

Seaholme Primary School prides itself on being a small community school who continually produces outstanding results. We are proud to be the school of choice in our local community.

Further information about Seaholme Primary School can be founded by visiting our school website: https://seaholmeps.vic.edu.au/