Barwon Bridge Program Coordinator

**Overview**:
**Work type**:Part time

**Salary**:Salary not specified

**Grade**:Ed Support Level 1-Range 4

**Occupation**: Education and Training

**Location**: Geelong

**Reference**: 1478685

**Location Profile**:
Education is the centerpiece of the Victorian state. Our education system underpins our shared social and economic prosperity and strengthens Victoria¿s communities and culture. Education provides the means for Victorians to make a living and, even more importantly, to create a life.

In Victoria, there are a significant number of learners who have been disengaged, or are vulnerable to disengaging, from education or training. Evidence from across Australia demonstrates that the likelihood of disengagement is increased by Indigenous status, having a language other than English spoken at home, living in rural areas and low socio-economic status. Learners who have mental health issues and/or a disability are also more likely to be disengaged. Homelessness, alcohol and drug use, exposure to family violence and trauma also feature in the backgrounds of disengaged young people. As a result, disengaged young people often need intensive, multifaceted supports to enable them to overcome these barriers and pursue educational success.

**Selection Criteria**:

- Demonstrated comprehensive knowledge and understanding of student learning and the capacity to respond to the educational needs of students experiencing, or at significant risk of experiencing, disrupted education.
- Demonstrated ability to negotiate, influence, advocate and/or collaborate with a wide range of stakeholders including but not limited to children or young people, parents, statutory authorities, school staff, allied health professionals, welfare, and health professionals to implement evidence-based strategies to support students with challenging behaviours.
- Demonstrated experience in mediation to build partnerships between families, other services, and schools to improve student learning outcomes particularly for individual students who may present with a range of personal challenges including challenging behaviours.
- Demonstrated high level communication and interpersonal skills including the ability to liaise effectively with a wide range of people within the education community and beyond; and capacity to work both independently and effectively within, and contribute to, the achievements of a team.
- Demonstrated understanding of current education issues, Victorian Government priorities and policies relating to vulnerable children and young people and trauma-informed practice.

**Role**:
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction mínimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

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 core purpose of the Barwon Bridge program is to provide support to schools to develop and implement a coordinated and agreed approach between families and other stakeholders to support students with challenging behaviours to self-regulate and fully engage with their learning to minimise the risk of disengagement.

The program model involves:
Engagement
- receiving referrals for learners with complex behaviours and attendance issues who are at risk of disengaging from schooling.
- supporting the development of a coordinated approach between families, other services and schools to support the child or young person¿s engagement at school.
- providing expertise to and liaison between services and schools to ensure clear communication, consistent approaches and shared planning to support children and young people¿s successful engagement in education.
- supporting and mediating connections between schools and families.
- working with the school, young person and family and other services to develop an Individual Learning Plan ILP and Behavioural Support Plan for the child or young person to identify their learning needs, capabilities and aspirations.
- working directly with the school, family and other services to ensure the objectives outlined in the (ILP) ar