Community Liaison

Job Description Location: Western Region | Melton Job type: Full time / From 11/11/2024 - 26/01/2026 Organisation: Schools (Government) Salary: Salary not specified Occupation: Other Reference: 1443517 Selection Criteria SC1 - Demonstrated experience and knowledge of how to develop partnerships and engage the community at Melton Specialist School including families, local organisations and services and other relevant stakeholders within a school context SC2 - Demonstrated technical knowledge and expertise relevant to the position including the use of Microsoft Office, Compass School management system, DET systems and relevant software systems.
SC3 - Demonstrated capacity to provide advice and support to management in respect to the work area.
SC4 - Demonstrated high level oral and written communication skills including the ability to work in the strictest confidence.
SC5 - Demonstrated capacity to follow DET processes, procedures and guidelines relating to the work area Role There is no additional attendance requirement for this position.
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 Will include but not limited to: Develop and maintain relationships/partnerships with a range of community organisations, service providers and individuals Engage parents, carers and families to increase involvement in the school community Identify, apply for and adopt grants and fundraising opportunities that will support the achievement of school priorities Ensure the provision of a range of administrative support functions to build family capacity within the school community Provide administrative support to external service providers as required.
Provide required level of administrative and management support for school events, functions and projects 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 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: 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: 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 Location Profile Melton Specialist School has seen a significant increase in enrolment demand, which has seen many changes to our staffing profile over the last 3 years.
We have a current enrolment of 400 students and anticipate that will potentially exceed 410 during 2024.
We have a real focus on staff wellbeing and ensuring our staff have the time away from class to focus on their administrative duties.
We have flexible working arrangements and provide onsite training for all staff for TEACCH and Behaviour Support.
In 2021 we introduced the Wellbeing Dog Program into the school.
Bunji, our school dog, works with staff and students and his primary objective is to have fun at school! Bunji does everything from Bus Duty in the morning to School Tours to walking excursions.
His introduction to our School Community has had an extremely positive impact.
Melton Specialist School provides educational programs for students with disabilities at both primary and secondary levels in a positive, caring and safe environment.
It is a dual mode setting, catering for students with mild through to severe intellectual disabilities and other associated disabilities like Autism.
Students are transported to our school via bus or family transport.
The school is closely located to other schools as well as a variety of community retail spaces, leisure and recreational facilities.
Our school environment is comprised of traditional classrooms, specialist and vocational training classrooms, therapy spaces and indoor sensory areas.
Our grounds feature natural gardens, purpose built outdoor sensory areas, playground equipment, sports facilities and covered walkways.
Teachers and Educational Support staff make extensive use of a wide variety of resources to ensure all students have an educational journey that is positive and successful.
Our school¿s philosophy and programs are based upon the belief that children learn best in a structured environment that is safe, challenging and supportive with a school-wide focus on Positive Behaviour Support.
Across the school we implement Structured TEACCHing and provide onsite training for staff to implement this approach to teaching and learning.
We provide programs in Arts, Literacy, Physical Education, Numeracy, Information Technology, Science and Life Skills.
Senior students also have the option of accessing a VCAL or ASDAN program which aim to develop work related skills, travel education and personal development skills.
Student Support Group meetings involving staff, parents, carers and our Allied Health team are held four times a year to formulate individual learning goals based on each student¿s ability, strengths and needs and celebrate achievements towards these goals Stage two of a four-stage rebuilding project has recently been completed and we have some amazing new teaching spaces including our very own Mini Woolies.
Stage one was completed in 2019.
Through our Improvement plans, the school aims to develop a change in the culture of the school where roles are clarified, structures and processes are developed and embedded, and an expectation on consistent practice and developing expertise is expected in all staff.
Our vision Staff at Melton Specialist School believe in creating a nurturing environment where students are empowered to achieve their full potential, be that in the academic curriculum, in their social interactions or in the area of independent living skills.
Increasing student independence and creating an engaging learning environment is foremost when staff plan and implement individual programs.
Our values Melton Specialist School values the safety, health and wellbeing of its students, staff and community.
The cornerstone of education for the students who attend our school relies on the partnerships that are formed between families, the school and agencies outside of the school.
At this school, we respect student diversity and we acknowledge that all students can learn in their respective manner.
Staff have a responsibility to ensure that student learning is engaging and relevant to the individual.
Students in the school demonstrate their responsibility by trying their best in their academic, social and personal interactions.
We are a School Wide Positive Behaviour Support School.
School-wide Positive Behaviour Support (SWPBS) is an evidence-based framework for preventing and responding to student behaviour.
It aims to create a positive school climate, a culture of student competence and an open, responsive management system for all school community members.
It includes analysis of data in professional learning teams, implementation of evidence based practices and organisational systems for establishing safe, purposeful and inclusive school and classroom learning environments while providing the individual behaviour and learning supports needed to achieve academic and social success for all students.
Our school purpose is supported by the following school values that are central to the life of the school.
Be Responsible - Be Respectful - Be Safe #J-18808-Ljbffr