Wellbeing Program Facilitator - 8.35am - 3.10pm - Monday to Friday

At Mount Eliza Secondary College (MESC) a collaborative and personalised approach supports students and staff as active learners. We work to empower students to be their best by questioning their experiences, expressing themselves with confidence and participating in local, national, and global communities. We are committed to safety and wellbeing for all young people, and this is the primary focus of our care and decision making.

Our college values, `Educated for excellence

• Prepared for life, underpin all we do. There is a wide array of VCE subjects including Vocational Major to choose from and electives in Year 9 &

1. Located in the Shire of Mornington, Mount Eliza Secondary is a medium sized secondary college that provides for students from over 15 feeder primary schools, including a large number from the local Central Peninsula Network (CPN) The current school enrolment is 800 students enabling a guaranteed and viable curriculum, notwithstanding a rich array of extra-curricular programs and activities, including in the areas of Music, Performing Arts and Sport. The College has long been known for its caring and dedicated approach to its students, the calibre of young people who attend, and the support of its parent community. These factors remain as strengths of the College as does our desire for continuous improvement, and a commitment to remain as one of the highest performing government colleges in the Frankston and Mornington Peninsula areas. The major focus for our work in recent years, and into the next Strategic Plan is around:
2. Maximise the achievement and learning growth of all students:

• Design and embed a curriculum and pedagogical approaches that explicitly develop Literacy and Numeracy skills, and that promote deep inquiry and authentic application of learning across all areas.
• Build all teachers capability in using data to monitor students learning growth, to address their points of learning, and to offer differentiated learning challenge.

1. Maximise the wellbeing and engagement of all students.

• Enhance student's agency through opportunities for real-world learning, improved feedback practices, and increased choice in their learning.
• Embed a whole-school approach, with tiered and responsive practices, that supports all students wellbeing and engagement in school. We continue to address an approach as a whole college to focus on accountability and consistency, and a genuine belief in meeting the needs of our students. Managing increasing enrolments continues to be a priority that we are happy to have. To manage and promote calm and a restorative learning environment growth in student numbers, we have employed additional staff to support the wellbeing and behaviour of our young people. At Mount Eliza Secondary College, we believe that we have an obligation to our students. This informs our work on an ongoing basis and makes us confident that we can provide a learning environment of the highest quality. Mount Eliza SC strives to compete favourably with local private and government providers have therefore become, the school of choice in the local community. We believe we have high potential students and commit to ensuring that value adding is a reality for every student in the college. We also believe that education should be truly contemporary and are prepared to make the changes necessary to ensure this is a reality, and that students leave the college well equipped in terms of the General Capabilities, and their experiences in working in their community.

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.

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program. An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.

6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher. Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include: Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager. Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.

Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time.

The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction. Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options.

Routine technical support in libraries, science, and information technology would be typical examples. An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available.

Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

Delivers care through various means Wellbeing services to students Assesses student needs and offer a range of services within generally defined parameters Provides welfare service advice independently within defined organisational parameters with professional support and guidance that is close at hand. Provide professional reports requiring in-depth factual analysis, including assessments and recommendations for consideration by others Retains accountability for individual practice Contributes to policy development within the school Contributes to and/or conducts training and instruction to school colleagues within the professional field and individual scope of the practice Explain professional concepts and approaches to students, stakeholders, colleagues and staff Facilitate individual or group programs for students

Undertakes administrative procedures associated with: delivery of various health, counselling, wellbeing and therapeutic services to a school(s) health assessments delivery of health and wellbeing education and promotion programs in collaboration with school community provision of follow-up service for students medical alerts and specific medical conditions

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

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) via [email protected] 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.

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

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

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 https://www2.education.vic.gov.au/pal 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 who are able to attest to the claims made in your application.

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.

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 https://www2.education.vic.gov.au/pal