Department of Education Victoria – Wodonga VIC
10d ago, from Department of Education & Training Victoria
Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive. Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education.
Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses.
The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.
The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program. The College has high expectations of its students of engaging their learners.
Our Mission
* Be confident, capable and self-motivated.
* Be comfortable living in a world of diverse people, cultures, and beliefs.
* Be able to establish and maintain effective relationships.
* Be tolerant and act with empathy.
* Be respectful of self and others.
* Make meaningful contributions to society – the local and global community.
* Demonstrates intellectual tenacity and persistence in problem solving.
* Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.
* Respond positively and appropriately to change and challenges.
* Set high expectations for themselves and act to meet those expectations.
>ourish in a digital world and be a skilled user of evolving technologies.
* Be aware of post school options and successfully access them.
In the Middle Years College
* Teachers specialise in meeting needs and improving outcomes for middle years students.
* Teachers generally work in a house across year levels.
* There are improved leadership options for Year 9 students.
The Middle Years campuses have the scope to develop a variety of programs emphasising:
* TLI (Targeted Literacy Intervention)
* AAP (Academic Advancement Program)
* Civics and Citizenship
* Excellence in The Arts and Technologies
There is a concentrated focus on transition with stronger links and co‑operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College.
Common report writing, timetabling, roll marking and student management software is used at each campus.
There are expanded curriculum offerings for middle years including strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music.
The two campuses offer language – Indonesian.
Middle Years programs are not restricted by timetable constraints of senior campus requirements.
Authentic purpose – student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management.
Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School.
There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses.
Selection Criteria
* Suitable qualifications in the behavioural science field and experience in its application in educational settings to proactively and reactively address behaviour.
* Experience in conducting Functional Behaviour Assessments and implementing and monitoring behavioural interventions in Behaviour Support Plans.
* Strong skills in collecting, analysing and communicating data to a range of stakeholders to justify decision‑making.
* Highly developed capacity to assess, conceptualise and analyse more complex student behaviour that translates to improving student engagement and retention.
* Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people in the education community and beyond to promote behavioural science and evidence‑based assessment and intervention.
Role
The Behaviour Support Specialist provides individual support to design, deliver, monitor and evaluate strategies for students identified as needing behavioural development support.
* Improve the engagement and retention of young people with behaviours of concern.
* Engage parents in a process of behaviour development.
* Provide support to teachers in managing challenging behaviours.
* Use Functional Behaviour Assessments as a tool for behaviour development.
Responsibilities
* Manage a case‑load of students requiring behaviour support.
* Conduct Functional Behaviour Assessments, and design, implement, and monitor Behaviour Support Plans.
* Communicate functional behaviour assessment results and describe intervention strategies to students, families, WMYC staff and other stakeholders.
* Monitor, review and evaluate support strategies to ensure they are implemented correctly and consistently in order to improve the quality and effectiveness of interventions.
* Proactively work with the SWPBS team to identify and address success and barriers to effective behaviour support practices at WMYC.
* Collaborate with families, staff, and other stakeholders to support students with behaviours of concern.
* Monitor student progress towards identified goals and recommend potential changes to levels of support and service improvement opportunities.
* Maintain accurate case notes and other administration records in accordance with relevant policies and procedures.
* Assess, identify, recommend and deliver professional development activities.
* Build and maintain effective partnerships with internal and external stakeholders.
* Develop and deliver group work to students using a variety of approaches, depending on presenting themes and identified need.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirement of the position. Applicants must have :
* Current driver's license.
* Bachelor degree in relevant field (with relevant registration).
* At least two years experience in the application of behavioural science in practice settings.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via ******@education.vic.gov.au.
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.
Child Safe Standards
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:
DE Values
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:
Other Information
WMYC does not bind itself to make any appointment whatsoever from applications received.
Applications must include the following:
* a covering letter;
* statements addressing each of the selection criteria;
* your resume/CV detailing employment history;
* names and contact numbers of two professional referees (include current employer/supervisor) who can provide comment on the selection criteria.
Applications can be lodged on the DET School Jobs Website and follow the link to Job Vacancy/Recruitment Online OR email a copy of your application to **@wmyc.vic.edu.au.
Conditions of Employment
* 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
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