Hands on Learning

Occupation: Other

Reference: 1500840

Location Profile

Please refer to our website http://www.rowvillesc.vic.edu.au/ for more information

Selection Criteria

DESIRABLE QUALIFICATIONS, KNOWLEDGE OR EXPERIENCE

Experience and/or qualifications relevant to working with school students in a school setting

or
Industry or Vocational Education and Training (VET) qualifications equivalent to Certificate IV or higher in the specialist area;

or
Completion of an accredited `Course in safe use of Machinery for Technology Teaching (woodwork and metal work).

ESSENTIAL KNOWLEDGE AND EXPERIENCE

Demonstrated strong interpersonal communication skills.
Demonstrated experience in working effectively in a team environment.
Demonstrated capacity to deal with difficult behaviours and respond to the individual needs of students.
Demonstrated commitment to the HoL philosophy and fundamental elements of the methodology.
Demonstrated capacity to plan and deliver creative and/or construction-based projects.
Demonstrated ability to maintain detailed records.

Employee WWCC check required

Role

In this part‑time position, you will work 4 days (potential job share with 2 day option) per week with small groups of students aged 12-16 years

outside the classroom on practical school and community projects.
The role is all about learning by doing and being a role model, a mentor, and providing positive feedback to young people.
The program is long term and delivered in a crossage supportive environment where role modeling,
positive feedback and mentoring are found to be highly effective. As an in‑school program, students
remain connected with their academic‑based curriculum

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

Rationale:

The main objective of the Hands on Learning (HoL) Instructor role‑ Artisan, is to work alongside the Head of HoL to provide a practical based engagement program for students through individual, school and community‑based projects. This is a mentoring role where you will be a positive role model to students of differing needs and continuously provide positive feedback and support to young people who are at risk of disengaging or already disengaged from their schooling.

Scope of work:

- Provide supervision to students maintaining safety and duty of care.

- Management of student behaviour to adhere to the HoL and school behaviour expectations.

- Plan and implement the HoL team of students in successful completion of practical projects.

- Demonstrate technical, creative/building skills to students.

- Implementation and communication of Focus Plans within the program and the wider school community.

- Working with key school staff to conduct the student referral/intake process.

- Actively mentor and support disengaged students. Model respectful teacher/student relationships.

- Professional communication with key school staff on student progress.

- Ensure that all documentation is accurate and completed in a professional and timely manner.

- Complete HoL reports for students as required by the school.

- Complete documentation connected to school procedures.

- Maintain accurate data and records on students.

- Comply with the school and Department of Education policies and procedures.

- Participate in OH+S safe work practice to ensure a safe work environment. Including training students on safe use of tools and PPE.

- Attend HoL regional professional development meetings run by the School Support team.

- Any other adhoc tasks as advised by Head of HoL.

- Current Working with Children’s Card

- A satisfactory police criminal check

- Technical skills in woodwork, construction, landscaping gardening or similar.

- Experience working with children and young people in a supportive mentoring capacity

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) viamarrung@education.vic.gov.au

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.

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:

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:

Please ensure that your application includes:

- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)

- a section addressing the selection criteria and the requirements for application under the Who May Apply section

- names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

Conditions of Employment

- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.

- Appointment of successful applicants will be made subject to a satisfactory pre‑employment conditions check.

- A probationary period may apply during the first year of employment and induction and support programs provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Applications close Monday 3 November 2025 at 11.59pm

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