Occupation: Education and training
Reference: 1528014
Selection Criteria
* SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including leading, coordinating, and supporting others in specific work functions relevant to the role.
* SC2 Demonstrated capacity to work collaboratively with staff, leadership, and external stakeholders to foster a positive and professional team environment and achieve agreed outcomes.
* SC3 Demonstrated high‐level oral and written communication skills, including the ability to provide leadership, guidance, advice, and support to education support staff and the broader school community.
* SC5 Demonstrated technical knowledge and expertise in Disability Inclusion, including the ability to support staff with the implementation of key supports, adjustments, and required documentation processes.
Role
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.
Responsibilities
* Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
* Provide administrative support to external service providers as required.
* Provide technical knowledge and expertise in Disability Inclusion, including the ability to support staff with the implementation of key supports, adjustments, and required documentation processes.
* Provide required level of administrative support for school events, functions and projects.
* Implement induction programmes for new staff, volunteers and other workers to the school.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
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.
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.
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