1. Suitable qualifications and experience in a wellbeing field.
2. Ability to prioritise, delegate, and adapt in a high demand environment that services the wellbeing of students.
3. Develop communication, networking and interpersonal skills including the ability to work with students, teachers, families, DET and external agencies.
4. Clear understanding of legislative requirements regarding privacy and sharing of health information.
5. Excellent organisational and time management skills

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.

1. Deliver professional support services in a school, including the direct counselling for students with a range of mental health issues or individual education plans applying sound theoretical knowledge and practical expertise.

2. Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks.

3. Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school wellbeing staff and teachers.

4. Provide leadership and professional learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.

5. Work with other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students.

6. Maintain professional competence and continued professional learning, including attending professional development activities throughout the year
7.  Meet relevant policies and legislative requirements in relation to Child Safety Standards and student health information.

INSTRUCTIONS TO APPLICANTS – ES Positions

Thank you for your interest.  If you would like any further information about the position, please contact Fiona Glenn on 9933 0500. Information about the college and college policies is available on our website at www.gladstoneparksc.vic.edu.au.

If you would like to apply for this position, please include in your application:

1. Covering letter
2. Working With Children Check card no.
3. Responses to the key selection criteria.
4. List of your qualifications

Please also provide the names, email addresses and phone numbers of three business referees and review our Child Safe Policies at http://www.gladstoneparksc.vic.edu.au/child-safe-policies/.  If successful, you will be required to sign a Staff Commitment to Child Safety statement.

The position description describes in general terms the normal duties expected to be undertaken.  However, the duties described may vary or be amended from time to time without changing the level of responsibility associated with the position.

Other requirements:

• • hold a qualification in counselling, social work, or psychology
  • have demonstrated direct counselling experience
  • hold a current Working with Children Check

Regards

Veronica Hoy

A/g Principal