Multicultural Education Aide

Job type: Part time / From 15/07/2024 - 14/07/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1418925
Selection CriteriaSC1 Demonstrated experience and skills in coordinating a specific education support function
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to student-wellbeing
SC3 Demonstrated 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 in respect to diverse communities in improving wellbeing and learning outcomes
SC6 Demonstrated commitment to a professional learning and growth for both self and others
Role The overall aim is to help engage Pasifika students and their families in all areas of school life and to maintain effective communication with the wider Pasifika community. 
The Multicultural-Education aide will be required to work alongside teaching, wellbeing staff and Student Engagement Leaders as a resource person regarding Pasifika student matters. 
They are required to support students on individual or group basis and to assist the educational services being provided to students within a targeted project framework. 
Assisting teachers to understand the home cultures and the expectations families have of the school and of education in general is an integral part of this role as is the improvement in the exchange of information and liaison and communication between school, parents and members of the wider school community.
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 employees 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 The above listed responsibilities highlight the essential role of a School Community Liaison Officer in facilitating positive relationships, cultural understanding and the academic success of our Pasifika and African students:
Communicate directly with families and support teachers, students, Student Engagement Leaders and Wellbeing leaders. Monitor student attendance and lateness and alert parents to absences. Develop staff knowledge and insights into students¿ cultural backgrounds, experiences and issues they face. Assist and support in engaging parents and carers of Pasifika students in their childrens¿ education, school activities and programs. Work with students on an individual or group basis in specific learning areas. Assist in school communication with families and the broader community, by using own cultural and linguistic knowledge and skills. Assist in liaising with external support services, teachers, students and their families and link families with service providers. Liaise with the Engagement team to support all staff cultural understanding and awareness towards the Pasifika community.  Support teachers¿ general communication with students and their families.  Assist students and their families with the transition from one educational setting to another, for example, by gathering enrolment information. Translate basic school notices and communications to the local community. Attend and participate in Education Support staff team meetings. General duties as directed by the Assistant Principal Engagement and Community Operation within the requirements of ES1-3 dimensions of work as listed in the Victorian Government Schools Agreement 2017. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS CommitmentApplicants 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:
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:
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. 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 Sunshine College operates as a two site multi-campus school in North and West Sunshine with responsibility for serving the educational needs of around 1000 young people, employing approximately 140 staff. We are currently entering an exciting renewal phase in our teaching and learning practices and physical structure, including the opening of new facilities.
The Sunshine community is wonderfully diverse, with a strong sense of pride and identity.
Our college reflects this diversity with a wide range of teaching & learning programs across both campuses. Our successful mainstream programs being augmented by the curriculum delivered at Harvester Technical College, located adjacent to the North Campus of Sunshine College. The Harvester Technical College through its teaching staff provides innovative best practice approaches in vocational education based around applied learning. We have developed strong links with major industries and business partners, in guiding the curriculum development and in building relationships to support outcomes for students. Teachers at the HTC operate in a team environment, integrating curriculum around learning projects for a dynamic year 10-12 student cohort.
Teachers across both 7-12 campuses of Sunshine College are expected to be creative of new and innovative approaches to teaching and learning, with an understanding that students learn best through discovery, research & development processes and especially when this learning is linked to applied situations.
Our student¿s average growth rate in NAPLAN Reading and Numeracy from Year 7 to Year 9 is better than state averages.
A major and exciting challenge for us is to become one of the leading schools in Victoria on how literacy issues are positively addressed. Students in Years 7 to 11 are involved in the SunLit program, receiving structured literacy lessons throughout the week.
Maths staff are regular presenters at the Mathematics Association of Victoria Annual Conference and were acknowledged for their work in Numeracy in winning the Lindsay Thompson Award for Excellence in Education.
Each year our students achieve high ATAR scores and have won Premier¿s Awards and the VCE Achiever of the Year Award placing them among the top elite students in Victoria. The duxes of the school over the last years are studying Commerce, Law, Medicine, Engineering and Dentistry. Our outcomes for students graduating from the HTC into apprenticeships, work or further study are exceptional.
The College supports the broader community in several ways through community curriculum initiatives, largely coordinated in our pathway courses run at Years 7 to 10. 
We are committed to maximising learning outcomes and life opportunities for our students by providing high quality learning experiences which will empower them to continue to learn, adapt to changing circumstances, and create opportunities for themselves, while valuing self, others, and their environment.
Our core school values focus on GROWTH, LEARNING, WELLBEING and RELATIONSHIPS. These values guide our philosophy in how we educate and support our students and nurtures our belief that all students can learn.
Staff work in supportive Focus Groups, at times they team teach and are committed to continual personal and professional growth and accept new educational challenges as a natural part of their professional lives.
Staff at Sunshine College have worked together to develop what we call a ¿core plus¿ instructional model that allows for domain specific innovation and creativity but is underpinned across all domains by five core instructional practice principles~
Learning Intention articulated and reflected on Readiness for Learning determined Activities that Target Individual Success delivered Quality Feedback provided We believe that our teaching staff are by far the most valuable resource of the school. We know that it is our teachers who ultimately make the difference for students, and we support them accordingly.
The Victorian Auditor-General¿s Office tabled a report in the Victorian Parliament titled ¿The Effectiveness of Student Wellbeing Programs and Services.¿ Sunshine College was chosen to talk to representatives of the VAGO about our programs, which have led to consecutive years of `exemplar¿ results within the Victorian Student Attitudinal Surveys.
Our performance and development culture is based around the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and campuses and where self-reflection is critical to enhancing the craft of teaching.
Sunshine College promotes the safety, participation, and empowerment of all children, including those with a disability. Our culture is based on Collaboration, Aspiration, and Inclusion. Our College is culturally safe for indigenous children and for those from culturally and linguistically diverse background. We encourage applications from indigenous peoples and from culturally and linguistically diverse backgrounds.
If this is a school, you would like to be part of I would encourage you to formally apply for the position.
Applicants will need to hold valid tertiary qualifications and be able to meet Victorian Institute of Teacher registration requirements.
Please note Sunshine College reserves the right to contact colleagues other than those listed as referees.
Part time / From 15/07/2024 - 14/07/2025
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