Selection Criteria KSC1 Understanding of common approaches, policies, programs and research relating to student wellbeing and disability inclusion requirements. KSC2 Demonstrated ability in the delivery of student and family wellbeing and education services in a relevant setting and, preferably experience working with schools in the area of student wellbeing and disability inclusion. KSC3 Demonstrated ability to provide information, advice and support to teachers and families responsible for the management of students experiencing behavioural problems that are impacting on their learning outcomes. KSC4 Highly developed communication and interpersonal skills, including the ability to work collaboratively, as part of a team and network with the wide range of people within the education and wider community. KSC5 Demonstrated capacity to provide relevant and necessary observations and documentation to assist in the collection of data for DI processes. Role 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 guidack;"> Personal best is developing and enhancing ourselves emotionally, socially, and academically. Melton FLO staff purpose The Melton FLO team exists to develop others to enable student growth. Our overarching school goal is to further develop a learning environment that engages students in their own learning and supports the development of positive wellbeing and behaviours. Our school vision of ` At Melton FLO we are committed to providing all students an engaging, empowering, and inclusive learning environment where they feel safe , respected and can achieve their personal best ¿ academically, emotionally, and socially¿ recognises that young people need both access to high levels of academic learning as well as social and emotional learning as described in the Capabilities of the Victorian Curriculum. Students will develop these capabilities when the explicit teaching of positive behaviours and mindsets occurs throughout the curriculum and daily interactions with staff. Students will feel safe, respected, and valued to perform at their personal best when the FLO structures and processes supports the delivery of this curriculum, routine positive interactions and feedback and a strong Student Voice. Students will feel greater ownership of their learning when they are provided with high quality feedback and student progress data and the opportunity to regularly engage in goal setting and reflection. Our agreed staff behavioural framework At Melton FLO, all staff: Support each other Have genuine conversations Seek to understand Commit to action Share information Further information is available from the Campus Principal, David Reid on 0422 116 971 Other Information All applicants must have a personal profile on Recruitment Onlin
