Student Advocate - Ed Support Level 1-Range 3

STUDENT ADVOCATE - Ed Support Level 1-Range 3Job posted: 05/09/2024
Job duration: From 05/09/2024
Reference: 1434766
Occupation: Education and Training
Salary Range: Salary not specified
Work location: Gippsland | Warragul
Location ProfileThe Drouin Secondary College vision is: "To ensure every student develops the knowledge, skills and behaviours needed to positively contribute as responsible and caring citizens of a changing, global community."
The College's daily life is linked closely to our core values: ACHIEVEMENT, RESPECT, COMMITMENT AND COMMUNITY.
Drouin Secondary College is a steadily growing rural year 7 to 12 school with 1211 students in 2024.
Students attending the College come from a large geographical area.
The nature of the community is changing with steady growth in the major centres of population – Drouin, Bunyip, Garfield and Longwarry.
The geography of our feeder area means that an extensive bus network is coordinated by the College.
The college designated boundary can be identified by the Find My school platform.
The College has 94 teaching staff including 5 Principal Class, 4 paraprofessionals, and a further 57 support staff.
Drouin has a 1 to 1 learning program with all students having personal use of a Netbook.
Students also have online 24/7 access to support their learning on Microsoft office and COMPASS for curriculum content and management system.
The Blackwood Centre for Adolescent Development (BCAD) is located on a separate campus at Hallora.
It provides a yearlong early intervention program for students at risk of disengaging in their education.
Students from across West and Inner Gippsland can access BCAD.
Our goals for the 2022 to 2026 Strategic Plan are:
Optimize the achievement and learning growth of all students.Maximise the wellbeing and engagement of all students.DSC is an inclusive community connected school.
We believe all students can learn and we offer students a high level of support and have equally high expectations.
We develop a culture of respect with students being active agents of their own learning.
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level.
The college offers a wide curriculum including VCE, VM, VETis, applied and accelerated pathways.
DSC staff are lifelong learners who work collaboratively with an unwavering focus on positive personal and educational outcomes for our students.
Selection CriteriaSC1 Demonstrate high level leadership skills to support their colleagues to enable all students to achieve their full potential.
SC2 Knowledge of college systems and ability to read data in relation to student outcomes and behaviours.
SC3 Demonstrated capacity & flexibility to work with a range of parents/carers/guardians, teachers and students.
SC4 Excellent organisational skills/written and communication skills.
SC5 Knowledge of a range of support networks available for children & adolescents.
SC6 Knowledge of legislation and procedures in the areas of Child Protection and Mandatory Reporting.
RoleThe Year Level Manager will be a key member of the Year level team and support the leadership of the Leading Teacher-Learning Culture Leader.
They will support the Student Engagement Leader in leading the development and maintenance of a positive teaching and learning environment (Learning Culture) within the relevant Learning Culture Team.
The role includes elements of Student Management, attendance monitoring, liaison with families, student Welfare. 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.
ResponsibilitiesThe responsibilities of this position will be:
Work within a year level Team at a year level and ensure all programs, tasks and procedures are followed and completed consistent with the team roles and responsibilities.Monitor student progress and implement appropriate strategies to maximise students' learning opportunities.
Make clear to the College staff how student management responsibilities will be divided between themselves and the Learning Culture leader.Work with the Student Engagement Leader to facilitate the provision of programs and opportunities for gifted students and students identified as "At Risk", contribute to the monitoring of IEPs.Ensure referral of identified students at risk to the Student Wellbeing Team meeting.When appropriate, collaborate with other College teams and outside providers including but not limited to the Wellbeing team, and the Administration.Be an active member of a Year level Team and supervision of year level area.Promote an identity and procedures within a year level that is consistent with college policies.Ensure full record keeping of student management issues.Promote and liaise with the Parent and Community involvement at the year level.Support and encourage student leadership, agency, and voice across the level.Monitor student attendance and pro-active approach to support students' engagement and re-engagement.Actively promote the procedures and develop an identity and positive culture that is consistent at the year level.Encourage peer support and involvement of staff members and students within the year level.Coordinate and administer First Aid when required.Be aware of and ensure compliance with the Occupational Health and Safety (OH&S) issues related to this area of responsibility and to ensure this information is conveyed to students and relevant staff.Who May ApplyIndividuals 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.
Child Safe StandardsVictorian 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 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.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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