Selection Criteria

SC1 Experience and/or ability in the development and implementation of programs that foster resilience in young people and address their social, emotional and educational needs.
SC2 Knowledge of case management and student support strategies, with a demonstrated capacity to deliver a comprehensive wellbeing service to students and families in an educational setting.
SC3 Highly developed communication and interpersonal skills, including cultural competence and sensitivity and demonstrated experience working successfully within a multi-disciplinary team.
SC4 Demonstrated high level oral and written communication skills.
SC5 Demonstrate a commitment to professional learning and growth

Role

There is not a requirement to attend during school holiday periods.
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

The responsibilities of this position will be:
1. Engagement

• Deliver innovative and effective program development, implementation, and evaluation practices
• Engage students, staff, and the community using evidence-based practice
• Promote student wellbeing to the school community
• Contribute to the planning and coordination of whole-school celebration days i.e., RUOK? Day Wear it Purple; Mental Health Week and Lunchtime Programs

2. Wellbeing

• Deliver initiatives that meet the wellbeing needs of students, parents, and staff in a timely and professional manner
• Provision of 1:1 support and small group work to meet the wellbeing needs of students, staff, and community
• Undertake holistic assessments and make referrals as needed to appropriate professionals and services
• Work collaboratively to support students/staff during & after critical incidents
• Assist in the support of students in out of home care; indigenous; students with disabilities; refugees and CALD, including compliance with Department of Education requirements
• Sourcing material aid: food, resources
• Assist in supporting new students to transition smoothly into the school

3. Productivity

• Keep detailed notes and records of conversations with staff, students, community, and other professionals
• Commitment to confidentiality, privacy principles and the values and goals of Department of Education
• Excellent teamwork skills, including attending regular team meetings and meeting with other teams as required
• Ability to identify and evaluate program outcomes through improved student outcomes, and make recommendations for improvement as required.

4. Other Roles

• Other duties as directed by the Student Wellbeing Coordinator/ Principal

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

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

Location Profile

Noble Park Secondary College is a multicultural school with students speaking 48 languages, an SFO of .7788 and a SFOE index of .7022. 80% of students speak another language other than English at home with 72% of our student population born outside Australia.
Noble Park Secondary College is currently in our fourth year of a new strategic plan (SSP) with our next Review scheduled for 2025. Our current SSP Student Achievement Goal is to achieve continuous improvement in the learning growth of each student. Our Student Engagement Focus is to improve engagement through increased authentic student agency in their learning. Our Student Wellbeing Goal is to develop resilient, self-confident aspirational learners.
Our student management structure is divided into Junior (Years 7-9) and Senior (Years 10-12) with a sub school leader each for Junior and Senior and year level coordinators at each year from 7-12. Our management structure is student centred with an emphasis on support, safety, and security. Attendance is checked each lesson with parents notified by SMS.
School Council endorses the wearing of compulsory school uniform.

All students at the College have their own personal device to ensure that they have access to the required use of technology necessary for 21st Century learning. These learning technologies enhance personalised individual learning tasks, assessment practices as well as increasing collaboration between students, teachers, and parents.
Students in Years 7 to 10 study subjects representing the key learning areas, with electives available for Years 9 and 10. VCE/VM/VPC/VET units are available for Years 10 to 12. We are an accredited school for international students with a strong international program.
The College has introduced an ongoing reporting system through Compass, so that students and parents/ guardians can monitor student progress and assessment on a regular basis.
Student learning is maximized through extra-curricular activities in the areas of self-confidence, social skills, participation, and leadership through programs such as Peer Support, Year 11 Formal and Year 12 Valedictory celebrations, outdoor education camps, year level camps and a multicultural concert. In addition, the College has an established cultural exchange program with its sister school in Japan, Shinminato Senior High.


We continue to celebrate our traditional values and look forward to our exciting future to cater for the diverse needs of our students, with an emphasis upon understanding each student¿s current level of achievement, to ensure continual improvement and growth, academically, psychologically aa well as socially.
Context
Noble Park Secondary College is a Year 7-12 co-educational College which embraces the traditional values of:

• Respect
• Excellence
• Teamwork
• Responsibility
• Integrity

Our curriculum focuses upon value added growth in all Curriculum Areas with an emphasis upon understanding individual student achievement through a variety of assessment processes.
For senior students, the College offers VCE, VCE/VM and VET subjects both internally at the college as well as external VETs through outside providers The College has a strong careers pathway program starting at years 7 ¿-9 through pastoral care sessions, as well individual careers counselling from years 9- 12.

The College is proud of the connectedness of the students to the College which is enhanced with the strong relationship between staff and students and followed up with extensive co-curriculum programs to enhance student engagement and learning.
Purpose
At Noble Park Secondary College our purpose is to provide a nurturing, supportive and safe learning environment of all members of our community:
Every Teacher:

• Knows their students and how they learn.
• Plans for and implements effectively Teaching and Learning Practices.
• Demonstrates individual student growth.

Every Student:

• Works co-operatively with their teachers.
• Is actively involved in their learning growth.

Key Improvement Strategies
Our current School Strategic Plan focuses on:

• Student achievement, particularly for an increase in the percentages of students in the top two bands of achievement in the National Assessment Program ¿ Literacy and Numeracy (NAPLAN)
• Instructional and shared leadership
• Pathways and transition outcomes
• Student voice and agency in their learning

Our college has introduced a consistent instructional teaching model. Staff are aligned to the College's vision of this consistent teaching and learning model through professional learning teams demonstrating evidence through their performance development process in a collaborative and professional manner. Through this process staff are committed to meet A.I.P. targets and goals to continually improve student outcomes.