Job Title

Location Profile Mooroolbark College is a school of 1,000 students located in the outer eastern suburbs of Melbourne. The school has a Student Family Occupation (SFO) Index of .45. The College is nestled in a residential area and has an outstanding vista of the Dandenong Ranges. The spacious and attractive grounds provide a safe and secure environment for the students and have excellent facilities that support the Teaching and Learning that takes place in all programs that promote the achievement of excellence. Mooroolbark Colleges focus is principally on academic excellence, withstaff who are committed to continuous improvement of student learning outcomes. A balanced and diverse range of programs is available to allow students to choose and complete an appropriate pathway and extra-curricular activities to build on their strengths and interests. The College boasts a strong record of academic achievement within the Junior School Aspire program and the Victorian Certificate of Education. The College provides a stimulating and secure learning environment involving a wide network of community partnerships within the VCE, VCE VM and VET programs. At Mooroolbark College our House System has an emphasis on pastoral care which is designed around a strong belief in students belonging to `something bigger than self, something that values, protects and supports them, withdistinct emphasis on the importance of relationships. House offices are located centrally around the Student Wellbeing & Learning Centre of which incorporates the Colleges wellbeing team, First Aid, caf and recreational seating as well as the College library. Each House consists of a House Leader, two Cluster Co-ordinators, a Learning Mentor and a Pathways Advisor. With a focus on SWPBS, our College values of Respect, Resilience, Compassion and Endeavour are central in all college operations. The teaching and learning program is built on an embedded instructional model incorporating engage, explain, action and review. Whilst our College values span throughout all year levels, Year 7 has a specific focus on Resilience, Year 8 on Respect, Year 9 on Endeavour and Year 10 on Compassion. The school values educational leadership and our School Improvement Team consists of the Principal Class, Business Manager (ES), Inclusion Leader (ES) and all Leading Teachers and Learning Specialists. The College is proud of the tradition that is built around Student Leadership, SRC and House Captains, Academic Awards and Sporting Achievements. Selection Criteria SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment. SC2 Capacity to work cooperatively with a range of people including teachers, education support, students and parents. SC3 Demonstrated proficiency in the use of Laptops, office systems, software or technical equipment as relevant to the position SC4 Capacity to provide support to students with challenging behaviour SC5 Capacity to provide personal and attendant care where necessary SC6 A commitment to professional learning and growth. Role This position will be 2 Days a week 5.5 hours per day (8.55am - 2.55pm) An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program. An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3). A role at this range may include: Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager. Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function. Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained. Responsibilities Responsibilities may include: Provides routine support for teachers including assisting with planning of student routines Supports communication between teachers and parents Communicates with teachers on routine matters related to students and/or other responsibilities Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting Communicating with student/s to support comprehension of basic tasks and information Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance Provides specialised communication support for students and teachers in areas such as AUSLAN and braille Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. EEO AND OHS Commitment 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. 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). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via education.vic.gov.au 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 No job description available 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. Program Benefits No job description available