SC1  Relevant tertiary degree qualifications in social work, psychology, occupational therapy or family therapy with eligibility for membership with appropriate professional body.

SC2 Well developed knowledge of youth issues, community development principles and leading practice program and service response.

SC3 Demonstrated experience providing therapeutic interventions and counselling practices

SC4  Understanding and knowledge of trauma informed practices, mental health and wellbeing interventions, and working with vulnerable families and diverse communities

SC5  Knowledge of risk management practices and child safety requirements 

SC6 Well-developed interpersonal and communication skills with the ability to build effective relationships and liaise across all levels both internally, externally and with people from diverse backgrounds 

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions.  Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations. 

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal.  Management responsibility extends to ensuring appropriate support levels are maintained across the school.  Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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 employees position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.

This position will provide therapeutic support to the students and their families participating in the program. This is conducted through consultation, therapeutic sessions and interventions, planning in a holistic framework, and risk management. The position will aim to achieve student and family wellbeing in line with the Engagement Program’s Practices. This position is a collaborative approach in a partnership with School Staff.

Provide advice and recommendations with a view to maximising school revenue and optimising the use of school resources.

Teamwork and Accountability

 work collaboratively within teams to achieve common goals  in collaboration with the manager, set goals and objectives to ensure outcomes are met

maintain a safe work environment and ensure steps are taken to prevent unsafe work practices 

provide a range of evidence based therapies through individual, group and family work, for students and their family, undertaking an integrated approach to support a trauma informed education model

support the student and their families to achieve improved self regulation and problem solving capacities in their education participation

Develop sustainable skills and strategies to improve wellbeing and family functioning

 Participate in a range of activity engagement through the school including classroom support functions as required

Implement a range of practices that support goal setting, monitoring and evaluation of the work as guided by the Practice Documentation

Support the student and their families to connect with external referral pathways based on individual circumstances and needs

 Continue to provide development of the social and emotional literacy curriculum 

Contribute to the research and evaluation of the program based on evidence, data and outcomes

Collect data and complete administrative duties in line with the program requirements

Maintain and update all student file notes, including all information relevant to interventions, referrals and community links

Participate in reflective practice and professional development opportunities

Esure the Program Manager and team are kept informed about issues related to individual student wellbeing 

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

• 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

• 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

Monterey Secondary College is situated in Frankston North and services the areas of Karingal, Skye, Carrum Downs, Seaford, Frankston and Frankston North.  Along with Aldercourt Primary and Mahogany Rise Primary, the schools form the Frankston North Schools Alliance as part of the Frankston North Education Plan (FNEP).  The $26.2 million place-based education delivers life altering opportunities for families in the local community through a birth-to-adult model that breaks cycles of intergenerational disadvantage. The plan has seen increased investment in new facilities, resources and staff, centred around  a partnership between the Schools, the Frankston City Council, the Department of Education and the Colman Foundation.  Through this model, Monterey and its partner schools are at the centre of an ambitious, broad-reaching and life-changing community transformation that begins with high-quality education and achieves the plan’s vision that “every child and family is successful in learning and life”.

Through the plan, Monterey Secondary College has undergone a period of rapid positive-transformation, as documented in The Age newspaper, in December 2021. (https://www.theage.com.au/national/victoria/former-struggle-school-stuns-with-two-year-turnaround-20211219-p59irm.html) Staff and student culture has turned around, setting a stable foundation for the ongoing success of the College. This transformation makes Monterey Secondary College a fantastic school for any ambitious educator to grow and develop themselves, with the support, mentoring and guidance of a successful leadership team. As a growing and improving school Monterey offers a unique opportunity for school leaders. Being a part of Monterey’s turnaround journey offers a unique opportunity for ambitious and highly effective school leaders to develop skills and capabilities, quickly broaden the scope and impact of their roles and accelerate their development as highly effective school change-makers.

To learn more about that transformation, you should arrange a tour of the school with a member of the leadership team, and read about our partnership with the Berry Street Education Model. https://www.berrystreet.org.au/news/bsem-in-action-monterey-secondary-college

In 2021 Monterey Secondary College opened the Centre of Excellence, with high quality Teaching and Learning across all domains and a select entry Sport and Health Sciences stream, the Silvertop Sports Science Academy.  Multiple partners have been engaged to provide extended learning programs and opportunities both before, during and after the school day.  Purposefully designed, resource- rich, flexible spaces incorporating indoor and outdoor learning areas exist across the school and will continue to be built and developed. These state-of-the-art facilities are utilised to deliver engaging curriculum and programs.

A strong and meaningful transition program ensures a smooth and seamless flow through the Frankston North Education Precinct for local students, whilst partnerships, outreach and further transition programs support student enrolments from primary schools outside of the precinct and within the College enrolment zone.  Monterey Secondary College fosters a highly positive learning environment that successfully caters to a diverse student cohort and accommodates all with a range of pathways and programs. The College recognises that students have specific learning needs and make progress at different rates.  The challenges of becoming a lifelong learner, pursuing further study, successfully entering the workplace and being a responsible member of society face all students.  The school assists students and staff to meet these challenges and be not only responsible individuals who are able to relate to family, friends and colleagues, but informed citizens, who understand and contribute to the community in which they live and the wider world around them.

The Frankston North Education Plan will deliver community transformation in Frankston North and maintains an unrelenting focus on improving outcomes through high quality teaching and learning.  Monterey Secondary College seeks staff to join their team who share this passion and are genuinely committed to working with young people in the school and aspire to the vision of the Frankston North Education Plan, that “Every child and family is successful in learning and life.”