Certificate 3 in Education Support jobs

Selection Criteria

Selection Criteria

¿ Experience supporting the general wellbeing of students and the broader school community

¿ Demonstrated ability to foster a safe, inclusive and supportive learning environment

¿ Experience in delivering multi-tiered wellbeing services within a multi-disciplinary team

¿ Strong communication, teamwork and stakeholder engagement skills

¿ Demonstrated knowledge of Department of Education and Training wellbeing policies and procedures

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 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.

Responsibilities

The roles and responsibilities of a student wellbeing officers include:

• supporting student attendance, engagement and mental health
• supporting students in difficult or challenging situations such as during times of grief
• providing students with referrals to specialist services when required
• providing pastoral care and guidance to students about values and ethical matters
• supporting physical, emotional, social and intellectual development and wellbeing of all students
• supporting an environment of cooperation and respecting diversity

Who May Apply

Student wellbeing officers a encouraged to hold a Certificate IV equivalent or higher qualification that includes competencies in:

• mental health and making appropriate referrals and
• providing pastoral care or working with youth

Qualifications in the Community Services Training Package that meet these requirements are::

• Certificate IV in Chaplaincy and Pastoral Care(CHC42315)
• Certificate IV in Community Services(CHC42015)
• Certificate IV in Mental Health (CHC43315)
• Certificate IV in Youth Justice (CHC40513)
• Certificate IV in Youth Work (CHC40413)l

Information on training providers for these courses can be found at www.training.gov.au

Other qualifications in psychology or social work may be suitable. See:

• the Psychology Board of Australia approved courses of study
• the Australian Association of Social Workers accredited courses

All student wellbeing officers must hold a valid employee working with children clearance

Student wellbeing officers must comply with the schools child safety screening requirements

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]

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.

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Location Profile

Ararat College is located in the heart of Western Victoria¿s central highlands, between the Grampians and Pyrenees ranges, approximately 200km from Melbourne and 100km west of Ballarat. The city of Ararat has a population of around 11,500 and is known for its welcoming community, country lifestyle, and access to stunning natural attractions. Surrounded by mountains, national parks, historical landmarks, and thriving local produce and wine industries, Ararat offers an inspiring environment in which to live and learn. For further information, please visit the Ararat Rural City Council website.

Ararat College has a current enrolment of 330 students, many of whom travel to school via six country bus routes from a wide range of local primary schools. Transitioning students from small rural schools into a larger secondary setting is a strength of the College, supported through carefully planned programs and a welcoming school culture.

The College is led by a committed Leadership Team comprising the Principal, two Assistant Principals, three Leading Teachers and two Learning Specialists. Together with a dedicated and talented group of teaching and support staff, they foster a caring, well-disciplined environment where high expectations for learning, behaviour and presentation are consistently upheld.

Ararat College works in close partnership with families and the wider community to empower young people to find their voice, embrace responsibility, and strive for excellence. The College values and actively celebrates academic achievement, student leadership, and broad participation in school life.

Students are encouraged to engage in a wide range of co-curricular opportunities, including instrumental music, media and digital programs, subject and year-level camps, the State School Spectacular, band, theatre and musical productions, as well as an extensive sports program. These experiences build confidence, creativity and teamwork, equipping students to become capable and contributing members of their communities.

With strong community support and a dedicated staff, Ararat College looks to the future with confidence, continuing its commitment to nurturing respectful, resilient and successful learners.

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