Ed Support Level 1-Range 3 - Indigenous Support Worker FTE 0.6

Selection Criteria

SC-1  Relevant experience working with First Nations young people.

SC-2  Proven ability to provide supports to young people and families to enable them to engage in their education.

SC-3  Demonstrated capacity to work flexibly and collaboratively, with the ability to manage competing demands as is the case in a secondary school setting.

SC-4  Demonstrated capacity to work and collaborate with others in a team environment.

SC-5  Demonstrated sound administrative skills including working with a range of ICT platforms.

Role

Attendance is required 8:00am to 4:00pm three days a week. 

Templestowe College is looking for an Indigenous Support Worker to join our Wellbeing Team. This is an identified position for Aboriginal and Torres Strait Islander applicants due to genuine requirements for community engagement and cultural support of First Nations students.

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

Responsibilities

• Provide day-to-day mentoring and support to Indigenous Students at TC.
• Planning and facilitation of activities that support, explore and encourage cultural identity.
• Develop, implement and review individualised cultural mentoring plans with young people including supporting them to achieve targeted outcomes that have been identified to improve their educational outcomes, wellbeing and connection to culture.
• Encourage and support help seeking behaviours and strategies to improve wellbeing.
• Act as a positive, mature and responsible role model to young people, demonstrating appropriate independent social skills, recreation, self-care, communication and behaviour.
• Establish effective working relationships with key school personnel, targeted local communities and relevant organisations and KESOs.
• Advocate on behalf of Indigenous students at school and with parents, teachers and carers including building good rapport and maintaining open communication to ensure appropriate needs of participants are identified and supported. This may include assisting with family crisis situations relating to the young person where appropriate.
• Provide a culturally safe place and facilitate opportunities for participants and their families to express needs, concerns and explore goals.
• Record and maintain appropriate high-quality files and case notes in line with organisational policies and procedures, for example Compass Chronicle Entries.
• Work in partnership with key stakeholders and service providers to deliver activities and support to engage vulnerable young people.
• Build and maintain links with participants¿ community networks, including supporting and making connections with family, carers, community, teachers and other supports.
• Participate in team meetings, SSGs and provide reports as and when required.
• Engage with Director of Community Integrated Learning re the provision and inclusion of Indigenous Education Protocols at TC

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) via marrung@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:

 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

Other Information

• 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

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

Our Purpose:

At TC our purpose is to challenge the status quo so that everyone is empowered to learn.

We Believe:

Learning is more than just acquiring knowledge. It is a personal, exciting, lifelong journey. School is a place to discover and pursue your passions which contribute to the greater good. 

High quality teaching and learning is student-centred and relationship driven, where  support and challenge empower all to be the best that they can be.

Success comes in many forms and growth and achievement are to be recognised and celebrated.

Our Values - Empowered Learners 

The elements we value that lead to empowered learners are: 

• Agency - having the ability to be involved in setting the parameters of your own learning 
• Relationships - having meaningful interactions with your peers and all other members of the Community 
• Understanding - knowing that your individual needs and circumstances are considered when designing your learning 
• Success - being challenged by the learning to experience personal growth 
• Authenticity - doing real things that matter 

How we do what we do

• Creating opportunities 
• Embracing new ideas 
• Supporting and empowering people 
• Fostering an inclusive and supportive community 
• Thinking outside of the box and remaining flexible 
• Valuing everyone equally 

School profile

TC is a leader in innovative and progressive education. Having transformed the school from a school of last resort to a thriving community, we now have approximately 1250 students and demand outstrips supply. We continue to improve and innovate by having a clear focus on both ¿core¿ work and explore work. In 2023, TC was named Australian Government Secondary School of the Year, and one of our staff members was named the Australian Government Secondary School Teacher of the Year. In the same year, the school was shortlisted as a finalist in the Victorian Education Excellence Awards in the Provision for High Ability Students category.  

The learning environment is not one where education is done `"to" students. Rather, learners take increasing responsibility to drive their own educational decisions and directions as they grow in age and maturity. This is done in consultation with their parents and a supportive staff community that guide the learner keep them accountable. 

To acknowledge the amazing work and growth of students TC has developed a new model of assessment where students are assessed and recognised according to Expanded Measures of Success, beyond traditional measures. Students can measure their progress across a range of transferable skills. 

The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the School Review Process. 

Candidates are encouraged to visit our website at www.tc.vic.edu.au for further information on TC.