Role
time fraction possible by negotiation
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 ( 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 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.
The role requires:
1. High level understanding of DET and MFGSC requirements, policies and process in relation to the Disability Inclusion/Program for Students with Disabilities (PSD), inclusive practices and the disability act.
2. Outstanding ability to manage time and workflow to maximize the success of the Disability Inclusion program in the classroom as well as of the Hub
3. High Ability to lead and mentor the Hub team, including the development of classroom support schedules to meet the needs of students.
4. High ability to work inclusively in 1:1 and in small groups with students to assist in access to learning, such as breaking down tasks and scaffolding tasks, developing student time management and social skills.
5. High Level ability to maintain accurate records including Compass chronicles, IEPs, SSGs etc
6. Outstanding written and verbal communication skills and high-level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, staff, students and community members as part of a collective student support team.
7. Commitment and capacity to actively contribute to academic, social and emotional growth of students.
Responsibilities
8. Coordinate staff and students in the Hub, including facilitating regular meetings with Learning Mentors and key relevant staff.
9. Collect feedback and data on students to contribute to Student Support Group (SSG) meetings.
10. Collect feedback and data on students to assist in the development of Individual Education Plans (IEPs) in consultation with the Alternative Learning Leader (ALL) and relevant teachers.
11. Work with the ALL to develop Student Snapshots for Tier 2 and Tier 3 students.
12. Inform parents of individual student progress and individual social needs through appropriate communication channels.
13. Modify and/or scaffold tasks in consultation with teachers.
14. Assist the Alternative Learning Leader in funding applications by collecting and collating information on the level of adjustments provided to students
15. Liaise with the Alternative Learning Leader and Leading Teacher - Transitions regarding year 6-7 transitions.
16. Assist in the collection and collation of data for the NCCD data collection process.
17. Attend relevant Professional Learning to stay abreast of the DI Program
18. Assist with communication between teachers and students, including facilitating student voice.
19. Create staff schedules to attend class/activities with students according to priorities designated by Alternative Learning Leader
20. Attend and assist at extra-curricular activities as required, including excursions and camps.
21. Coordinate support for students to undertake work experience and VET programs as required.
22. Operate and instruct others in routine use of assistive technology.
23. Support Learning Mentor induction
24. Facilitate professional development for Learning Mentors
25. Coordination and planning for Learning Mentors on curriculum days
26. Maintain student records as required; academic, behavioural, social onto student management system (Compass or Google drive)
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 ).
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:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Conditions of Employment
This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.
Location Profile
FG is a vibrant learning community that nurtures and serves the aspirations of girls. We create ” lifelong learners who live the MFG traits as positive members of their communities.”
In 2018 we consulted with the school community – students, staff and parents/carers - to develop a set of eleven traits, behaviours and dispositions that we, as a school community, believe are important to foster in our students. These 11 traits are:
27. Kind, compassionate and trustworthy
28. Caring and respectful of others and themselves
29. Knowledgeable about learning and self-aware
30. Deep thinkers who are curious and creative
31. Problem solvers
32. Resilient, adaptable and able to learn from mistakes
33. Hard-working, ambitious and confident
34. Able to respect and celebrate difference and diversity
35. Optimistic about the future
36. Responsible and active local and global citizens
37. Flexible collaborators, leaders and team members
Surrounded by a supportive ‘sisterhood,’ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.
Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. We are one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.
While there is no formal alumni structure, a group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever-growing Facebook presence of past student groups and a College Alumni Facebook Page has been established to reconnect and share stories.
Our school is centrally situated within the business, arts and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a significant number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.
Our student population incorporates a diverse range of cultures, socio-economic backgrounds and family blends. Our Student Family Occupation (SFO) for the school is currently ;
In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative ‘essential questions’. A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 – 9. Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high impact teaching strategies, the power of formative assessment and the development of intellectual character.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs (VET/SBATs) and to VCAL (Intermediate and Senior).
MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all-girls’ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.
All students in Years 7 – 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.
Instrumental Music is a key component of our school’s co-curricular Program. Students can learn voice, percussion, drums, singing, woodwind, brass, guitar and keyboard at school. MFG is also the educational home of the Sweethearts, a highly talented and well-known neo-soul all-girls music group that performs frequently in professional contexts, nationally and internationally.
A community garden has been established and exemplifies our school’s recent permaculture focus of “earth care, people care and fair share”. A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a number of environmental engineering projects.