• SC1 Relevant qualification in psychology/ AASW eligible social work/ counselling or other relevant fields

• SC2 - Demonstrated capacity to work effectively with a range of people including teachers, education support staff, students, parents, and the ability to liaise with external organisations.
• SC3 - Excellent counselling/therapeutic skills when working 1-1 with secondary aged students with complex mental health issues, and experience in case management and safeguarding children and young people.
• SC4 - Demonstrated ability to input into the development, implementation and evaluation of policies, strategies and school wide proactive programs relating to mental health and wellbeing as well as the ability to work well in a team.
• SC5 - Highly developed communication and interpersonal skills and an ability to demonstrate excellence in maintaining comprehensive and confidential case notes and records.

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.

• Contribute to the delivery of student support services within a multi-disciplinary team. Working with educators to identify and develop educational, social, and emotional programs with a focus on prevention, intervention and postvention.
• Develop and maintain networks with relevant youth and community agencies to assist young people and their families in gaining access to services.
•  Provide direct support to students and families that address the social and emotional needs of students. This includes liaising with external community service providers, including but not limited to DFFH, hospitals, specialist programs and other professionals.
• Effectively manage complex cases and critical incidents and bring about positive outcomes for student wellbeing.
• Advocate on behalf of students and families undertaking supported referrals to appropriate services and programs.
• Maintain appropriate and accurate case notes and records.
• Other duties as directed by the Wellbeing and Leadership Team.

• Manage the design and production of school publications and documents.
• Provide professional student support services, e.g. therapist and psychological and counselling services.
• Provide strategic advice on specific support services and their impact on students, school curriculum and services.
• Manage the use of and access to school resource and reference material.

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.”

• Monterey understands the importance of flexible work arrangements and family-friendly work practices in maintaining a diverse, adaptive and high performing workforce and is open to filling this role with a suitable candidate at a reduced time fraction where this is mutually beneficial.