Allied Health Specialist

Role

The Allied Health Specialist provides individual support to design, deliver, monitor and evaluate strategies for students identified as needing support. They work collaboratively within a multi-disciplinary team to support the social, emotional and educational wellbeing and inclusion of students.

Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.

Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.

Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.

An education support class position supports the educational services being provided to students, but must not include duties of teaching as defined in clause 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

·Provide person centred, family friendly support services to improve student learning and wellbeing.

·Work with other professionals to undertake advanced wellbeing and inclusion interventions that support students and schools.

·Assist the coordination of student support services within a multi-disciplinary team.

·Contribute to student wellbeing and inclusion policy development.

·Assess student needs, prepare reports and implement appropriate action from a range of accepted options.

·Support teachers and key staff in the development of educational programs, particularly in respect to students with additional needs.

·Support the provision of professional advice in relation to issues involving student wellbeing.

·Collaborate with other student support services team members in respect to complex cases.

Liaise with community service organisations and other professionals regarding the support needs for students

Who May Apply

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

EEO AND OHS Commitment

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.

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 ).

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:

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:

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

- A fulltime Education Support employee (48/52) is entitled to 152 hours (20 days) annual leave and 228 hours (30 days) additional paid leave in respect of each calendar year. Part time employees receive annual leave entitlements on a pro rata basis, calculated according to the time fraction worked each calendar year.Education Support employees are expected to use annual leave entitlements during school vacation periods, unless otherwise approved.Public Holidays that fall during a period of additional paid leave are not regarded as part of that leave.

Conditions of Employment

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.

Location Profile

Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive. Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education.

Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses.

The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.

The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program. The College has high expectations of its students and the staff understand the importance of engaging their learners.

Our Mission - To be a student focused learning community from which our graduates will:

·Be confident, capable and self-motivated.

·Be comfortable living in a world of diverse people, cultures, and beliefs.

·Be able to establish and maintain effective relationships.

·Be tolerant and act with empathy.

·Be respectful of self and others.

·Make meaningful contributions to society ¿ the local and global community.

·Demonstrates intellectual tenacity and persistence in problem solving

·Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.

·Respond positively and appropriately to change and challenges.

·Set high expectations for themselves and act to meet those expectations.

·Flourish in a digital world and be a skilled user of evolving technologies.

·Be aware of post school options and successfully access them.

In the Middle Years College:

·Teachers specialise in meeting needs and improving outcomes for middle years students.

·Teachers generally work in a house across year levels.

·There are improved leadership options for Year 9 students.

·The Middle Years campuses have the scope to develop a variety of programs emphasising:

Victorian Curriculum

AVID (Advancement Via Individual Determination)

Literacy Intervention

AAP (Academic Advancement Program)

Sporting Excellence

Civics and Citizenship

·There is a concentrated focus on transition with stronger links and co-operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College.

·Common report writing, timetabling, roll marking and student management software is used at each campus.

·There are expanded curriculum offerings for middle years including:

Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music.

The two campuses offer languages - Indonesian, Japanese

·Middle Years programs are not restricted by timetable constraints of senior campus requirements.

·Authentic purpose - student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management.

·Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School.

·There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses.

Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School.