School profile 

Carwatha College P-12 is in Noble Park North and provides for students from Prep. to Year 12 on one site.  The P-12 nature of the school has been well accepted by the local community, who have embraced the concept of a “college for the whole family”.   Student and parent opinion surveys indicate high levels of satisfaction with the school overall. The P-12 nature of the school also allows for many opportunities for staff and students to work together, underpinned by our values – Respect; Commitment; Teamwork and Excellence.

One of the great strengths of the school is its multi-cultural population, with 65 nationalities represented, bringing a rich variety of cultural traditions and values and an exceptional environment for developing understanding and tolerance of others.   Many of our newly arrived migrant families, some of whom are refugees, have special needs, and the school endeavours to support these students and families holistically.  The school’s SFO index is 0.69. and 63% of our students come from a language background other than English. The school has a very strong culture of care and support for its students, experienced and committed wellbeing staff and a broad range of wellbeing programs.

There is a strong commitment from staff to improve student outcomes.  The major focus has been on personalising the learning for our students.  This has involved ongoing professional learning for staff, with particular focus on the importance of building and maintaining positive relationships with students, using and interpreting data to identify students’ point of need and developing, implementing and evaluating strategies to cater for the individual learning needs of students and using a range of assessment and feedback strategies.  Our “whole school approach” to student management and engagement ensures an orderly environment to support improvements in learning. 

We offer a comprehensive and inclusive curriculum program, focusing on laying the foundations from Prep. to Year 2; building breadth and depth from Years 3 to 6; consolidating learning and preparing for senior years in Years 7 to 9; and establishing pathways and looking to the future in Years 10 to 12.  All of our students undertake the VCE over 3 years, beginning in Year 10, as part of our innovative “V3” program.  We offer the full range of pathways options (VCE, VETis and VCAL).  We have consistently high retention rates and high rates of entry into tertiary studies, further training or employment when our students leave school. 

Carwatha also offers a wide range of co-curricular programs, including instrumental music, sport, public speaking, choir, school productions, presentation balls, variety nights and concerts.  Students also can enter a range of subject and other competitions.

We also place strong emphasis on student leadership, with students at all year levels having the opportunity to take on leadership positions, including Junior School Council, SRC, House Captains, Form Captains, College Captains, Sport Captains; Performing Arts Captains, Environment Captains; flag monitors and School Council representatives.  All students in Year 9 participate in a Community Leadership program.

The school has actively sought ongoing and committed partnerships with industry, universities, TAFEs and community organisations.  These include long term partnerships with Australian Business and Community Network (ABCN), Deakin University and Chisholm TAFE, together with a broad range of community and wellbeing organisations.  These partnerships have been of great benefit to our students and our school.

As a community of learners, we are very proud of our College and of the opportunities and outcomes available to our students.

Please note: Carwatha College P-12 is committed to the safety and wellbeing of all children and young people.  This will be the primary focus of our care and decision-making, with particular attention paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Roles and responsibilities

This role could be delivered over 3 or more days.

In the interests of flexibility there may be a possibility to add extra days up to a full-time role by working in another local network school Silverton Primary School which is 2 kilometres from Carwatha College P 12 depending upon the time fractions the suitable candidate is seeking.  For more information, please call Pat Mulcahy on 0425788510.

The role may include but is not limited to:

• Liaising with internal and external agencies to maximise outcomes for students and their families.
• Delivering professional support services in the school, including direct therapy for students with a range of mental health issues, applying sound theoretical knowledge and practical expertise.
• Planning and implementing evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and managing the associated risks.
• Providing feedback and support for families regarding individual student needs.
• Assisting in the development and implementation of a variety of plans such as, individual education plans, engagement support plans and safety plans.
• Conducting individual assessments and risk assessment for students with a range of complex needs as requested by the Principal or their delegate.
• Assisting in the development of Disability Inclusion profiles and attending DIP meetings.
• Liaising with and advising teachers, education support staff and parents/carers regarding the support and intervention needs of students and modelling the implementation of recommendations.
• Providing professional advice and learning to others, such as teachers and other school wellbeing staff, to build the capacity of schools to improve students’ learning and developmental outcomes.
• Maintain accurate and detailed case notes and student files in accordance with school guidelines.
• Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others.
• Maintain professional competence and continued professional learning, including attending professional development activities throughout the year.
• Meet relevant policies and legislative requirements in relation to student health information privacy.

The Position is a Range 4 Education Support Position with a wage between $87,000 to $100,000 if full time, depending on experience.

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 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

Selection Criteria

• Demonstrated experience in assessing, conceptualising, and analysing wellbeing/learning development issues and providing evidence-based direct counselling for a range of mental health issues. 
• Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs.
• Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing / child development.
• Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
• Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people. 
• Clear understanding of legislative requirements regarding privacy of health information.
• Ability to carry out assessments; cognitive assessments as well as ADHD and ASD assessments and recommendations learning difficulties and development.

For a confidential discussion and to explore the opportunity further, please call Pat Mulcahy College Principal on 0425788510.