• Job ID 1305017

LOCATION PROFILE

Princes Hill SC provides a supportive learning environment and a culture of high expectation that foster the school values of Achievement, Creativity, Inclusion, Resilience and Respect

The school has approximately 860 students, 72.2 equivalent full-time staff comprised of 3 Principal Class, 56.5 Teacher Class and 13.7 Education Support Class. Demand for places is high and there are limits on the capacity of the school to offer places to students beyond the neighbourhood area. The school attracts a high proportion of families with a professional background who regularly contribute to decision-making processes and support learning programs. The school has excellent facilities in all curriculum areas and is privileged to have access to outstanding playing fields and grounds with Princes Park in close proximity. This beautiful green open space is used by classes and daily student access is supervised at recess and lunchtime.

The school is an inclusive and thriving environment where students of all backgrounds feel welcome and safe. Widely acknowledged as a high performing school Princes Hill SC is recognised for its impressive student academic performance, excellence across curriculum areas and enduring social, emotional and personal outcomes. Appreciation of differences between people and awareness of individual needs, interests and abilities is central to the College ethos. Mutual respect amongst students, and between students and staff is characteristic of relationships.

Evidence based practice and attention to research is important in our organisation’s thinking and learning. Realising that students require a range of disposition, skills, attitudes and understandings to live and learn sustainably and cooperatively in today’s world, we maintain mixed ability classes up to Year 10 with a focus on differentiation of learning. Students are engaged students in the social issues of the day, and we encourage and value critical and creative thinking, ethical behaviour and intercultural understanding. Knowing that the wellbeing of students is central to effective learning, the school endorses approaches consistent with positive psychology and restorative practices.

The curriculum makes extensive use of our inner-city location for students' studies. Partnerships are sustained with nearby institutions including the City Edge Network of Schools that enrich the learning environment and culture. Consistent with the school’s philosophy of providing students with a broad education, the College offers an extensive Camps and Outdoor Education Program utilising the recently upgraded school camp at Mirimbah, located at the base of Mt Buller and Mt Stirling, and other venues. Further learning extension (pre-pandemic) include study tours to, Italy, France, China, Indonesia (Science) and Vietnam. In Year 9, all students are involved in our Wilderness Week program where all students have a weeklong wilderness experience

SELECTION CRITERIA

• Demonstrated understanding of common approaches, policies, programs and research relating to student wellbeing, including the use of restorative practice to resolve conflict and restore relationships
• Demonstrated experience in leading the delivery of student and family wellbeing services and programs in a real setting and preferably experience working in schools in the student wellbeing area
• Highly developed organisational, communication and interpersonal skills, including the ability to work collaboratively and network with a wide range of people in the education sector and the wider community
• Experience in the development and delivery of proactive programs to develop optimism, resilience, organisational skills, leadership, health and wellbeing and interpersonal skills in adolescents
• Demonstrated commitment to professional learning and growth for both self and others
• Formal tertiary qualification in a relevant welfare field such as psychology, social work, educational wellbeing or counselling

ROLE

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will generally be clearly defined; guidelines will be broad and day-to-day direction minimal. 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

Typical responsibilities include, but are not limited to, the following:

• Contribute to the development of a whole school approach to student engagement and wellbeing and a positive and secure school environment
• Develop community partnerships to strengthen student wellbeing
• Work with the whole school community to support students and their families and increase their connectedness to the school
• Attendance at school camps and other school activities where appropriate
• Work collaboratively with various teams across the school to provide coordinated and effective student case management
• Work with the various teams to initiate, develop and implement a range of programs and strategies that respond to the needs of students and their families, for example, restorative practices, student leadership, health and wellbeing
• Assist the leadership team with, and management of, critical incidents and emergency situations. In consultation with the relevant member of the Principal team, report cases of risk to relevant authorities and follow DET requirements
• Conduct school based meetings with students and parents
• Assist families to access appropriate relief agencies, for example, State Schools Relief, The Smith Family DHS etc.
• Provide feedback and advice to staff on the wellbeing of students referred with regard to privacy constraints
• Promote and support staff and student wellbeing across the school.

WHO MAY APPLY

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

EEO AND OHS COMMITMENT

The Department of Education and Training 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.

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.

DET VALUES

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at here.

OTHER INFORMATION

NOTE: There is great flexibility for how the 15.2 hours are spread across the week.

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
• A copy of your working with children card

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 here.

For more information, please contact Pina Muraca or Trevor Smith on 9389 0600.

A position description is attached.

Please see the Vic Gov advertisement and to apply, click the 'Apply Now" button.