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Apply on Kit Job: kitjobau.com/job/32b9ay Overview Work Type: Fixed-term - Full-time Salary: Salary not specified Grade: Education Support - Level 1, Range 3 Occupation: Health and allied health Location: Melbourne - Southern suburbs Reference: 1515559 Location Profile At Mount Eliza Secondary College (MESC) a collaborative and personalised approach supports students and staff as active learners. We work to empower students to be their best by questioning their experiences, expressing themselves with confidence and participating in local, national, and global communities. We are committed to safety and wellbeing for all young people, and this is the primary focus of our care and decision making. Our college values, `Educated for excellence - Prepared for life, underpin all we do. There is a wide array of VCE subjects including Vocational Major to choose from and electives in Year 9 & 10. Located in the Shire of Mornington, Mount Eliza Secondary is a medium sized secondary college that provides for students from over 15 feeder primary schools, including a large number from the local Central Peninsula Network (CPN) The current school enrolment is 800 students enabling a guaranteed and viable curriculum, notwithstanding a rich array of extra-curricular programs and activities, including in the areas of Music, Performing Arts and Sport. The College has long been known for its caring and dedicated approach to its students, the calibre of young people who attend, and the support of its parent community. These factors remain as strengths of the College as does our desire for continuous improvement, and a commitment to remain as one of the highest performing government colleges in the Frankston and Mornington Peninsula areas. The major focus for our work in recent years, and into the next Strategic Plan is around: 1. Maximise the achievement and learning growth of all students: - Design and embed a curriculum and pedagogical approaches that explicitly develop Literacy and Numeracy skills, and that promote deep inquiry and authentic application of learning across all areas. - Build all teachers capability in using data to monitor students learning growth, to address their points of learning, and to offer differentiated learning challenge. 2. Maximise the wellbeing and engagement of all students. - Enhance student''s agency through opportunities for real-world learning, improved feedback practices, and increased choice in their learning. - Embed a whole-school approach, with tiered and responsive practices, that supports all students, wellbeing and engagement in school. We continue to address an approach as a whole college to focus on accountability and consistency, and a genuine belief in meeting the needs of our students. Managing increasing enrolments continues to be a priority that we are happy to have. To manage and promote calm and a restorative learning environment growth in student numbers, we have employed additional staff to support the wellbeing and behaviour of our young people. At Mount Eliza Secondary College, we believe that we have an obligation to our students. This informs our work on an ongoing basis and makes us confident that we can provide a learning environment of the highest quality. Mount Eliza SC strives to compete favourably with local private and government providers have therefore become, the school of choice in the local community. We believe we have high potential students and commit to ensuring that value adding is a reality for every student in the college. We also believe that education should be truly contemporary and are prepared to make the changes necessary to ensure this is a reality, and that students leave the college well equipped in terms of the General Capabilities, and their experiences in working in their community. Selection Criteria - SC1 Proven ability to provide wellbeing services to students and the school community. - SC2 Proven ability to lead, develop and implement programs, procedures and policies that address the social, emotional and educational needs of students at risk in the College. - SC3 Ability to manage individual support including counselling and case management for students and their families, and to work with external agencies. - SC4 Ability to develop and maintain networks to enhance provision of effective services for students at risk. 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. Skilled 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 Delivers care through various means - Counselling and wellbeing services to students - Assesses student needs and offer a range of services within generally defined parameters - Provides welfare service advice independently within defined organisational parameters with professional support and guidance that is close at hand. - Provide standard clinical professional services to students within the parameters of school policy and guidelines and the standards set by the relevant registration body - Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others - Retains accountability for individual practice - Contributes to policy development within the school - Contributes to and/or conducts training and instruction to school colleagues within the professional field and individual scope of the practice - Explain professional concepts and approaches to students, stakeholders, colleagues and staff - Facilitate individual or group programs for students - Apply sound theoretical knowledge and practical expertise Who May Apply Individuals with the#J-18808-Ljbffr