Occupation: Other
Location: Hume - Wodonga
Reference:
Responsibilities
Role Overview
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, gaining 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.
Purpose of Position
The Engagement Program supports students who struggle with traditional schooling by offering practical, hands‑on learning in a calm, consistent, and nurturing environment. Through beauty based activities and customer service training, students build confidence, develop employability skills, and explore genuine pathways into vocational training and industry roles.
We are seeking a passionate and supportive Engagement Program Instructor to facilitate four practical sessions every Friday. The successful applicant will inspire students through engaging, industry‑focused learning and provide guidance that builds confidence, routine, and connection.
Objectives
* Support students to develop and practice self‑confidence, resilience and agency.
* Strengthen students' sense of belonging to the College and the wider community.
* Improve retention and increase educational opportunities for students.
* Raise aspiration through promoting post‑school options.
* Create a strong home/school connection and foster positive relationships.
* Provide culturally appropriate support to Indigenous students at the College.
Key Tasks
* Deliver engaging, practical sessions in beauty and customer service.
* Provide hands‑on instruction across a range of foundation beauty treatments and techniques.
* Create an inclusive, predictable, and supportive learning environment.
* Adapt sessions to suit diverse learning styles and individual student needs.
* Model professionalism, hygiene, safety, and effective communication.
* Support learners in understanding industry expectations and realistic vocational pathways.
* Collaborate with the lead teacher to plan and review learning progress.
* Encourage improved attendance, participation, and engagement.
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