Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Loddon Mallee - Central Goldfields
Reference: 1489476
Selection Criteria
KSC1 Appropriate qualifications in the areas such as Social Work or Youth Work are desirable and/or demonstrated capacity to effectively lead and develop programs for the social, emotional and health care needs of students specific to the needs of the school community.
KSC2 Demonstrated high level communication skills in both verbal and written forms with highly developed organisational and administrative skills, including the ability to keep formal records and written reports.
KSC3 Demonstrated ability to lead a team including teachers, parents, students, other wellbeing workers and outside agencies to effectively support students within a school setting.
KSC4 Demonstrated empathetic and supportive nature in regards to the care management of students and parents, when working with both individuals and groups.
KSC5 Demonstrated capacity to respond effectively and promptly to crisis situations to support the students, family and other members of the School community.
Role
Monday to Friday 7.6hours per day
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
Responsibilities:
- Be responsible for improving the well-being of students in the Specialist Setting
- Support the daily needs of students including their behavioural, learning and wellbeing needs.
- Work with a team of people who are responsible for the care and wellbeing of specialist students at Maryborough Education Centre
- Provide support to parents and encourage parental participation in addressing student wellbeing issues including supervised home visits
- Liaise with external agencies and internal programs including the MEC Mental Health Practitioner, School Nurses, Headspace, Anglicare, Youth Services (YSAS), Navigator, CASA, Centre for Non-Violence, DHHS, OT, Speech Pathologists, Physiotherapists, NDIS providers
- Support senior students in their future career paths liaising with agencies such as Asteria, SLES, Access, Axis and NDIS providers
- Support students in the creation of a Career Action Plan https://www.education.vic.gov.au/school/teachers/teachingresources/careers/carframe/Pages/cap.aspx
- Liaise with and support the Disability Inclusion Leader and staff in supporting students with additional needs including the creation of relevant documents to support their funding meetings.
- Facilitate action plans that will enhance the inclusion and emotional well-being of students
- Ensure that students have advocacy within the school or with outside agencies as required
- Fulfil the requirements of the Department of Education Four Critical Actions and Specialist High-Level Incident Process
- Facilitate student-led wellbeing groups and initiatives to enable student voice, leadership and participation
- Establish and maintain links with Student Support Services, school networks and relevant support agencies to optimise and coordinate service provision to students at risk of disengagement from school
- Be an active member of the Student Wellbeing Team including chairing the meeting on a rotating roster
- Liaise with outside resource groups to provide support and programs as required
- Promote the development of parents/carers as partners in wellbeing within the Specialist community
- Develop and strengthen relevant partnerships with community agencies to promote health and wellbeing
- Introduce mindfulness and wellbeing strategies to support the whole of the Specialist Setting
- Oversee and manage the Breakfast Club for Specialist Students
- Oversee and support the running of the Specialist Café by senior Specialist students by:
- supporting Specialist VCAL students to develop hospitality and business management skills through the operation of the Specialist Café
- liaising with the teachers of Specialist senior students to link learning requirements to the Specialist Café management
- supporting students and teachers in the development of a select menu for guests
- supporting students in developing a manageable calendar of events or functions
- assisting students in the ordering and delivery of grocery items
- assisting students in keeping a safe, clean and hygienic workplace
- supporting students in the development of hospitality skills
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 marrung@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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Location Profile
Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.
Vision ¿ to be an inclusive connected flourishing learning community.
Our school values have been developed in consultation with the whole community. They are:
- Aspiration
- Kindness
- Respect
Social ¿ community and demographics
- On a single site the school comprises facilities for primary, secondary and special needs education
- The school is highly integrated with a common set of values and behavioural and learning expectations for all
- Overall enrolment numbers are reflecting the demographics of the Maryborough community
- Strong and supportive School Council and parent involvement is encouraged.
- Committed Student Representative Council and a strong student leadership structure
- Enthusiastic, professional staff team consisting of 76 effective full-time teachers and 41.37 school support staff.
- Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group
- The school has a School Family Orientation of .6856
Educational
- Provision of a vibrant and productive education, Foundation to 12 and Specialist Education.
- Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students
- VCE, VET and VCAL courses
- Trade Training Centre
- Excellent further education pathways established and successful tertiary placements for students.
- Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities.
Technological
- Bring Your Own Device computer provision is being phased in from 2015
- Provision of computer suites and notebook trolleys are established throughout the school.
- Internet and intranet use is supported
- Data projectors in all learning areas
Environmental ¿ grounds and facilities
- Classrooms modern and are traditional in their layout
- Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for
www.maryborougheducationcentre.vic.edu.au/
Applications close Sunday 7 September 2025 at 11.59pm
Posted
25 August 2025