ES Leader

Government schools; Sale; On-site; AUD 70,000 - 90,000; Full time

Job summary

Government schools in Victoria is seeking an Education Support role at ES1-3 to coordinate a dedicated support unit, supervise staff, and implement clear procedures in a busy school setting. The position emphasizes teamwork, collaboration with management, and delivering essential services to students and families under established policies.

You will participate in leadership meetings, assist with recruitment and professional development, mentor colleagues, and contribute to safe, inclusive

Qualifications

• SC1 Demonstrated 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 the work area.
• SC3 Demonstrated capacity to provide advice and support to management in respect to the work area.
• SC4 Demonstrated commitment to professional learning and growth for both self and others.
• SC5 Demonstrated capacity in working as a team member to adapt to meet the demands of a growing and evolving school community.

Responsibilities

• Lead ES unit activities and support ES staff.
• Attend leadership meetings and contribute to strategy.
• Assist with recruitment and professional development.
• Mentor and coach ES staff and coordinate inductions.
• Coordinate unit resources and support school initiatives.

Skills

Coordinate ES unit

Supervise staff

Policy procedures

Team collaboration

Professional development

Job description

Selection Criteria

• SC1 Demonstrated 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 the work area.
• SC3 Demonstrated capacity to provide advice and support to management in respect to the work area.
• SC4 Demonstrated commitment to professional learning and growth for both self and others.
• SC5 Demonstrated capacity in working as a team member to adapt to meet the demands of a growing and evolving school community.

Role Range

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. An education support class role at this range (ES1-3) is distinguished by the introduction of:

• management responsibility and accountability for the delivery of services.
• At this level, an employee may direct and supervise the work of other staff members to achieve specific objectives in school administration, operations or educational programs; or
• An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
• Supervision of students can be required where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

A role at this range may include:

• Some degree of professional autonomy to determine how targets and goals are achieved within clearly established directions or framework Professional autonomy will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from a senior manager.
• Management of the expected outcomes is a key responsibility in some areas such as school administration, operations, technical, or educational programs. Senior management will be provided with 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.
• Management of staff to achieve the expected outcomes is a key responsibility in some areas, such as school administration, operations, or educational programs. Staff management issues will be resolved with minimal reference to a senior manager, although guidance will be required in more complex cases.

Responsibility

Unit ES Unit Coordination will have the following responsibilities but not limited to;

• Lead ES unit team
• ES team support
• Attend leadership meetings.
• Assist with recruitment (Support)
• Professional Development (ES staff and whole school)
• Mentoring /Coaching
• Coordinate Inductions
• Problem Solving
• Incidental therapy instruction
• Coordinate Unit Resources
• Communication
• Support School /Unit initiatives
• OHS – identification.
• RTW support
• Attend Unit meetings.
• Attend ES leadership meetings
• Unit Support (Floater) coordination
• Lead ES – coordination

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.

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 [emailprotected] 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

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.
• 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.

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

Sale & District Specialist School is a new, purpose-built school with attractive secure grounds, well equipped teaching and learning spaces, state of the art facilities and a staff team committed to ensuring each student has the opportunity to succeed in all areas of their school life. The new school opened at the start of the 2018 school year, consolidating three campuses onto one site. Student numbers have grown from 70 to 95 over the past 3 years. The school is a specialist school with teachers and ancillary staff catering for the needs of students with an intellectual disability and many additional needs. Students are aged from 4 years 8 months to 18 years. Students may be enrolled fulltime or on a dual enrolment basis with a mainstream school. Students travel from within the Wellington Shire and there is some access to transport provided by the Department of Education & Training. Dedicated teachers provide excellent learning opportunities for all students through quality programs based on outstanding teaching and learning practices. The school follows the Victorian Curriculum making full use of ABLEs resources and the Towards Foundation Curriculum, we also offer the new Victorian Pathways Certificate for students in the last three years of their schooling. Individual Education Plans are developed in consultation with parents/ carers and allied professionals. Plans are designed and implemented to meet the needs of and challenge individual students while building on their abilities. Programs are developed in conjunction with the allied health staff are implemented by all staff across the school. Communication programs aim to further develop the functional communication, language and literacy skills of all students. Assisted, Augmentative Communication techniques and tools are utilised to give non-verbal students the opportunity to make choices, make their wants and needs known and communicate with others. The school has an open-door policy and welcomes parents and volunteers into the classrooms and values their assistance in a variety of school based and community programs. With a committed staff, small class groupings and a network of enthusiastic volunteers we are able to offer students a wide variety of enrichment programs. The current positions on offer are the result of a number of current contracts coming to an end in 2024. Whilst the positions are advertised for 5 days per week, part-time work would be considered for right applicant or applicants.