Selection CriteriaDemonstrated experience and skills in coordinating a specific education support function.
Demonstrated capacity to supervise the work of the support staff and to develop procedures and guidelines relating to the work areas.
Demonstrated high level oral and written communication skills.
Demonstrated capacity to provide advice and support to management in respect to the work area.
Demonstrated commitment to professional learning and growth for both self and others.
Demonstrated high level understanding of initiatives in student wellbeing and the capacity to implement these in a school setting.
High level organisational skills and written and verbal communication skills, including the capacity to prioritise work flows to adapt to and manage change in the workplace.
Demonstrated capacity to provide advice and support to management in respect to the work area.
Demonstrated commitment to professional learning and growth for both self and others.
RoleThe role of the library coordinator includes supervising all school library operations including physical and human resources and ICT.
The duties of this role will include the promotion of a safe, supportive, and positive school environment.
This role is responsible for the provision of the effective management of all library services to students and staff as directed by the Principal and/or Business Manager.
The Library Coordinator applies sound theoretical knowledge and a focus on the development of standards relating to the library at THS.
This role description is a guide only and is not intended to be an exhaustive or exclusive list of the duties attached to this position.
It is subject to review and modification by the Principal, in response to the changing needs of the School, and the development of knowledge and skills.
Any additional responsibilities as requested by the Principal Team or Business Manager shall be determined through consultation and agreement.
Position responsibilities.
cons>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.
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.
