Ed Support Level 1-range 3

2 months ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Eastern Metropolitan

Job type: Part time / From 29/01/2024

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1379638

**Selection Criteria**:
**SC1** Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

**SC2** Demonstrated capacity to work and collaborate with others in a team environment.

**SC3** Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.

**SC4** Possess the technical knowledge and expertise relevant to the position.

**SC5** Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.

**SC6** A commitment to professional learning and growth for both self and others.

**Role**:
Attendance is 22.8 hours per week.

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 mínimal 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**:
The key responsibilities for this role include:

- Provide day-to-day mentoring and support to Indigenous Students at TC.
- Planning and facilitation of activities that support, explore and encourage cultural identity.
- Provide support with education and employment pathways.
- Develop, implement and review individualised cultural mentoring plans with young people including supporting them to achieve targeted outcomes that have been identified to improve their educational outcomes, wellbeing and connection to culture.
- Encourage and support help seeking behaviours and strategies to improve wellbeing.
- Act as a positive, mature and responsible role model to young people, demonstrating appropriate independent social skills, recreation, self-care, communication and behaviour.
- Establish effective working relationships with key school personnel, targeted local communities and relevant organisations and KESOs.
- Advocate on behalf of Indigenous students at school and with parents, teachers and carers including building good rapport and maintaining open communication to ensure appropriate needs of participants are identified and supported. This may include assisting with family crisis situations relating to the young person where appropriate.
- Provide a culturally safe place and facilitate opportunities for participants and their families to express needs, concerns and explore goals.
- Record and maintain appropriate high-quality files and case notes in line with organisational policies and procedures, for example Compass Chronicle Entries.
- Work in partnership with key stakeholders and service providers to deliver activities and support to engage vulnerable young people.
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