Job Person Specifications

1. Job & Person Specifications What they mean & how to use them to do your job better Explain that J&P�s describe the roles & responsibilities of a job. They help employees to identify their key priorities and therefore the tasks that they should be focusing & spending time on They also provide direction to your principal or line manager about the work of the ACEO in the schoolExplain that J&P�s describe the roles & responsibilities of a job. They help employees to identify their key priorities and therefore the tasks that they should be focusing & spending time on They also provide direction to your principal or line manager about the work of the ACEO in the school

2. ACEO Levels There are 5 levels in the structure Today we will deal with levels 1-3 3 Aboriginal Community Education Officer levels - School based Aboriginal Attendance Officer (Level 4) � Non-school based Aboriginal Community Education Manager (Level 5) � Non-school based 3 Aboriginal Community Education Officer levels - School based Aboriginal Attendance Officer (Level 4) � Non-school based Aboriginal Community Education Manager (Level 5) � Non-school based

3. Level 1(Primary) The 1996 AEW Award identifies the following key performance areas: Administration Support to School Staff Service Providers Relationships & Parent Involvement Cultural Awareness These are the key areas that a Level 1 ACEO is required to focus on, be competent at & produce outcomesThese are the key areas that a Level 1 ACEO is required to focus on, be competent at & produce outcomes

4. 1. Administration An ACEO at this level is required to: Work within a Performance Management Plan This plan could include projects, programs or any other areas where your line manager and you would like to achieve specific outcomes Work within action plans & site learning plans This would include developing a timetable with your line manager that focuses on your key job responsibilities Maintain Aboriginal student files with case notes & other relevant information This would include updating information on student files such as attendance & specific issues as they arise A Performance Management Plan identifies specific goals & targets that have been agreed between an ACEO & their Line Manager Action plans show the detailed actions required to achieve a certain outcome e.g. what actions are required to successfully implement a new program. At this level it is expected that ACEO�s will require some assistance in identifying what actions need to be taken This is an important part of recording events and how they were handled so that there is a clear record for follow up & investigation if requiredA Performance Management Plan identifies specific goals & targets that have been agreed between an ACEO & their Line Manager Action plans show the detailed actions required to achieve a certain outcome e.g. what actions are required to successfully implement a new program. At this level it is expected that ACEO�s will require some assistance in identifying what actions need to be taken This is an important part of recording events and how they were handled so that there is a clear record for follow up & investigation if required

5. 2. Support to School Staff An ACEO at this level is required to: Contribute information to help achieve the DECS Aboriginal Strategy 2005-2010 Understand the DECS Aboriginal Strategy and how you can assist in achieving the strategy targets then use this information when working with other school staff Contribute to site & individual learning plans Provide your input, ideas & support to school staff to ensure that family & community are involved in the development of these plans Support teaching staff to develop & maintain relationships with Aboriginal students, parents & families The DECS Aboriginal Strategy outlines the key goals of DECS for 5 years to 2010 It is important to have ACEO input to ensure that an Aboriginal view is included in the planning & design of these plans This will help teaching staff to understand Aboriginal students� issues and be able to relate directly to parents & families. It also helps to ensure that teaching staff responsibilities related to Aboriginal students are not passed onto the ACEOThe DECS Aboriginal Strategy outlines the key goals of DECS for 5 years to 2010 It is important to have ACEO input to ensure that an Aboriginal view is included in the planning & design of these plans This will help teaching staff to understand Aboriginal students� issues and be able to relate directly to parents & families. It also helps to ensure that teaching staff responsibilities related to Aboriginal students are not passed onto the ACEO

6. 3. Service Providers An ACEO at this level is required to: Identify appropriate services and support access to them Develop a list of service providers, understand how to access these services & who to contact. Provide assistance to people needing access to the services Participate in developing & implementing plans to support outcomes for Aboriginal students Provide your input & ideas to school staff & service providers in the development of these plans Act as an advocate Act as a spokesperson for students & families when it is difficult for them to communicate their ideas & needs It is important that ACEO�s know who to contact on specific issues related to Aboriginal students� welfare, wellbeing & learning. Then if a situation arises, assistance can be given to people requiring access to these services Again, it is important to provide an Aboriginal view when planning & implementing ideas to improve Aboriginal students� outcomesIt is important that ACEO�s know who to contact on specific issues related to Aboriginal students� welfare, wellbeing & learning. Then if a situation arises, assistance can be given to people requiring access to these services Again, it is important to provide an Aboriginal view when planning & implementing ideas to improve Aboriginal students� outcomes

7. 4. Relationships & Parent Involvement An ACEO at this level is required to: Promote the Aboriginal Community Voice in educational decision making Support the establishment of Community Voice strategies at your school & support parent involvement in this process Establish & maintain positive relationships through ongoing contact with Aboriginal parents, families & caregivers Maintain contact through home visits & look for opportunities to discuss students� progress at school with parents, families & care givers Parent involvement is an important part of the educational development of Aboriginal students. It is a responsibility of ACEO�s to actively support Community Voice ideas so that Aboriginal parents, families & caregivers have a say in the education of their children. This means promoting Community voice ideas & supporting parents with their involvement. A key part of keeping parents involved is making regular contact and keeping them informed of school activities & their child�s progressParent involvement is an important part of the educational development of Aboriginal students. It is a responsibility of ACEO�s to actively support Community Voice ideas so that Aboriginal parents, families & caregivers have a say in the education of their children. This means promoting Community voice ideas & supporting parents with their involvement. A key part of keeping parents involved is making regular contact and keeping them informed of school activities & their child�s progress

8. 5. Cultural Awareness An ACEO at this level is required to: Contribute to the appreciation & understanding of Aboriginal culture Support school staff by providing information on the cultural diversity of Aboriginal groups & use other opportunities to raise cultural awareness at the school Problems sometimes occur at school through a lack of cultural understanding that is often overcome through education. ACEO�s are expected to provide information & support to school staff to raise their awareness & educate them about Aboriginal culture.Problems sometimes occur at school through a lack of cultural understanding that is often overcome through education. ACEO�s are expected to provide information & support to school staff to raise their awareness & educate them about Aboriginal culture.

9. Level 2 (Primary) What are the key performance areas? Administration Partnerships Effective Networking Relationships & Parent Involvement Cultural Awareness These are the key areas that a Level 2 ACEO is required to focus on, be competent at & produce outcomes These are the key areas that a Level 2 ACEO is required to focus on, be competent at & produce outcomes

10. 1. Administration An ACEO at this level is required to: Design & use a Performance Management Plan Same as Level 1 plus develop action plans, set priorities and use effective time management Contribute to the collection, organising and analysis of data Working with others, use information such as attendance, wellbeing & learning outcomes to advise on individual student achievement Perform administrative duties related to the role of AECO This would include case notes, diary notes, home visit sheets etc. As discussed in Level 1 but at this level the ACEO is required to be more actively involved in the planning process of their PMP and to develop action plans that show clearly what needs to be done to achieve a certain goal. It is expected at Level 2 that ACEO�s will be more involved in using information to analyse student issues and advise school staff of issues as they arise e.g. attendance issues that are affecting learning Recording information as in Level 1, is an important part of the job and these records need to be detailed, accurate & unbiased As discussed in Level 1 but at this level the ACEO is required to be more actively involved in the planning process of their PMP and to develop action plans that show clearly what needs to be done to achieve a certain goal. It is expected at Level 2 that ACEO�s will be more involved in using information to analyse student issues and advise school staff of issues as they arise e.g. attendance issues that are affecting learning Recording information as in Level 1, is an important part of the job and these records need to be detailed, accurate & unbiased

11. 2. Partnerships An ACEO at this level is required to: Develop partnerships with school staff & teams to help achieve the DECS Aboriginal Strategy 2005-2010 Understand the DECS Aboriginal Strategy and how you can assist in achieving the outcomes then provide suggestions & ideas to school staff & leadership about how these targets can be achieved Share learned skills, knowledge & methods in the development of site learning plans that support Aboriginal student achievement Provide your input & ideas to school staff in the development of these plans At Level 2, ACEO�s should have developed good working relationships with school staff so that a team approach is used to identify and put into action those ideas that help to achieve the goals of the DECS Aboriginal Strategy ACEO�s need to share their skills, knowledge & methods with other school staff so that they can influence site learning plans that will affect Aboriginal student learningAt Level 2, ACEO�s should have developed good working relationships with school staff so that a team approach is used to identify and put into action those ideas that help to achieve the goals of the DECS Aboriginal Strategy ACEO�s need to share their skills, knowledge & methods with other school staff so that they can influence site learning plans that will affect Aboriginal student learning

12. 2. Partnerships An ACEO at this level is required to: Provide advocacy support & advice to Aboriginal students, parents & families Act as a spokesperson and adviser for the above groups on students� needs & concerns It is often difficult for students, parents & families to get their message across in an unfamiliar school environment with unfamiliar people. This is where the ACEO can assist by speaking on behalf of parents & families to ensure their input is not lost. This also acts as a confidence boost to encourage parents to get involved by removing some of the fear.It is often difficult for students, parents & families to get their message across in an unfamiliar school environment with unfamiliar people. This is where the ACEO can assist by speaking on behalf of parents & families to ensure their input is not lost. This also acts as a confidence boost to encourage parents to get involved by removing some of the fear.

13. 3. Effective Networking An ACEO at this level is required to: Develop & maintain good working relationships with DECS service providers & resources Use these working relationships to ensure effective delivery of services & resources to Aboriginal students & families. Provide assistance to people needing to access the services Contribute to the development of plans for Aboriginal �students at risk� or with special needs Provide your input & ideas to school staff in the development of these plans At Level 2, you are required to further develop your working relationships with DECS service providers to ensure that students & families are aware of what is available and that you are there to provide assistance if required. ACEO�s need to use their skill & knowledge to assist in developing plans for Aboriginal �students at risk� At Level 2, you are required to further develop your working relationships with DECS service providers to ensure that students & families are aware of what is available and that you are there to provide assistance if required. ACEO�s need to use their skill & knowledge to assist in developing plans for Aboriginal �students at risk�

14. 3. Effective Networking An ACEO at this level is required to: Work with DECS providers to support the monitoring of Aboriginal students Understand the referral process & support improvements & processes for developing early intervention approaches Work with teaching staff to develop early intervention approaches Provide information & ideas that help to develop different approaches to address the individual needs of Aboriginal students Level 2 ACEO�s are required to work with DECS providers in ensuring that the referral process is efficient & effective and to work with these providers and teaching staff to develop approaches that address issues as early as possible Level 2 ACEO�s are required to work with DECS providers in ensuring that the referral process is efficient & effective and to work with these providers and teaching staff to develop approaches that address issues as early as possible

15. 4. Relationships & Parent Involvement An ACEO at this level is required to: Negotiate the establishment of Aboriginal Community Voice in educational decision making Provide opportunities for Aboriginal families to become involved and to understand the roles & functions within these Community Voice activities Work with school staff to establish & maintain positive relationships with Aboriginal parents, families & caregivers Look for opportunities to develop relationships between school staff and Aboriginal parents, families & care givers ACEO�s need to negotiate with their line manager & school staff to provide opportunities to get parents & families involved in school decision making. Helping parents & families to understand their role in Community Voice activities will help to break down the barriers It is important for ACEO�s to act as relationship builders between school staff & Aboriginal parents, families & caregivers by creating and/or identifying opportunities for them to meet & discuss students� progressACEO�s need to negotiate with their line manager & school staff to provide opportunities to get parents & families involved in school decision making. Helping parents & families to understand their role in Community Voice activities will help to break down the barriers It is important for ACEO�s to act as relationship builders between school staff & Aboriginal parents, families & caregivers by creating and/or identifying opportunities for them to meet & discuss students� progress

16. 4. Relationships & Parent Involvement An ACEO at this level is required to: Provide information & reports to Aboriginal families on their child�s progress & achievements Maintain regular contact with Aboriginal families & use these opportunities to provide updates to Aboriginal parents & families Continue to use home visits & school visits as opportunities to keep parents & families involved & up to date with their child�s progressContinue to use home visits & school visits as opportunities to keep parents & families involved & up to date with their child�s progress

17. 5. Cultural Awareness An ACEO at this level is required to: Provide school staff with an understanding of the diversity of Aboriginal cultural groups in S.A. Provide information to school staff on the cultural diversity of Aboriginal groups & use other opportunities to raise cultural awareness at the school Contribute to training & development (T&D) & cultural awareness workshops for school staff & the whole school community Be actively involved in T&D activities and designing & organising cultural awareness workshops Continue inform staff about cultural issues to increase their awareness. Opportunities such as staff meetings and organised activities at school are good for achieving this. Level 2 ACEO�s need to take a leadership role in cultural awareness training of school staffContinue inform staff about cultural issues to increase their awareness. Opportunities such as staff meetings and organised activities at school are good for achieving this. Level 2 ACEO�s need to take a leadership role in cultural awareness training of school staff

18. Level 3 (Primary) What are the key performance areas? Administration Partnerships Service Providers Relationships & Parent Involvement Cultural Awareness These are the key areas that a Level 3 ACEO is required to focus on, be competent at & produce outcomes. At Level 3 an ACEO is expected to take on a greater leadership role by using their initiative, skill & knowledge to come up with ideas, provide reports and negotiate priorities within the school that affect Aboriginal students� outcomesThese are the key areas that a Level 3 ACEO is required to focus on, be competent at & produce outcomes. At Level 3 an ACEO is expected to take on a greater leadership role by using their initiative, skill & knowledge to come up with ideas, provide reports and negotiate priorities within the school that affect Aboriginal students� outcomes

19. 1. Administration An ACEO at this level is required to: Develop & implement effective administration & individual performance management processes Same as Level 1 & 2 plus assist in the development of site & individual learning plans Negotiate priorities & work required to achieve team goals & participate as an effective team member Negotiate work priorities when necessary & participate in team activities, discussions & feedback sessions Prepare reports on activities & outcomes Provide quality verbal & written reports to relevant people when required At this level the ACEO should actively participate in the development of Site & individual learning plans as well as their other administrative duties discussed in Level 1 & 2 They need to be a strong, cooperative, supportive team member who is focused on the team�s goals as well as their own Providing accurate reports on time is an important aspect of the job at this level At this level the ACEO should actively participate in the development of Site & individual learning plans as well as their other administrative duties discussed in Level 1 & 2 They need to be a strong, cooperative, supportive team member who is focused on the team�s goals as well as their own Providing accurate reports on time is an important aspect of the job at this level

20. 2. Partnerships An ACEO at this level is required to: Develop partnerships with school staff & teams to help achieve the DECS Aboriginal Strategy 2005-2010 Collaborate with teaching staff to set priorities & implement specific goals Provide a contact point for internal & external clients Act as a key person for principals, teachers, children/students, parents & families to contact as issues arise. Communicate & follow up effectively Continue with the work started at Levels 1 & 2 but taking a leadership role Through ongoing high performance be seen by others as the key person to contact when issues arise. It is important to communicate effectively in these situations and always follow up when the situation requiresContinue with the work started at Levels 1 & 2 but taking a leadership role Through ongoing high performance be seen by others as the key person to contact when issues arise. It is important to communicate effectively in these situations and always follow up when the situation requires

21. 2. Partnerships An ACEO at this level is required to: Provide advice to ensure the curriculum is inclusive of Aboriginal community issues, concerns & goals Understand community issues in your district & how they impact on Aboriginal students� goals, achievements & learning needs. Ensure these are considered in curriculum design It is important here to ensure that an Aboriginal perspective is considered when curriculum is being discussed with teaching staffIt is important here to ensure that an Aboriginal perspective is considered when curriculum is being discussed with teaching staff

22. 3. Service Providers An ACEO at this level is required to: Apply initiative & judgment to support accurate & timely service provision Recognise early when situations require the need for agency support by assessing these issues carefully & taking action in a timely way Coordinate networks & build partnerships with government & non-government agencies, Aboriginal service providers & local community organisations Maintain regular contact with these organisations so that you can effectively & efficiently access these services as required At this level it is expected that an ACEO knows the appropriate procedures, guidelines & protocols when confronted with an issue that requires agency support. It is also expected that an ACEO has the experience & knowledge to make an accurate assessment of the situation & take the appropriate action ACEO�s need to continue to build on their established relationships with agencies & service providers so that the referral process runs smoothlyAt this level it is expected that an ACEO knows the appropriate procedures, guidelines & protocols when confronted with an issue that requires agency support. It is also expected that an ACEO has the experience & knowledge to make an accurate assessment of the situation & take the appropriate action ACEO�s need to continue to build on their established relationships with agencies & service providers so that the referral process runs smoothly

23. 3. Service Providers An ACEO at this level is required to: Work with service providers to develop suitable service delivery standards & practices that support Aboriginal students & parents Understand the needs of students & parents and work with service providers to develop & implement standards & practices that satisfy these needs Keep in regular contact with these providers to identify improvements that better address the learning outcomes for Aboriginal studentsKeep in regular contact with these providers to identify improvements that better address the learning outcomes for Aboriginal students

24. 4. Relationships & Parent Involvement An ACEO at this level is required to: Coordinate & manage the implementation of Community voice activities at the school Take a leadership role in ensuring these activities are put into action and followed through Provide advocacy support & leadership for parents & community in their involvement & participation in educational decision making Provide leadership to parents & the community by encouraging their involvement & speaking on their behalf to ensure their views are represented Show strong, sensible leadership to ensure Community Voice is active & successful in the school Continue to work with parents to build their knowledge & confidence so that their voice is heard in the school & if necessary, assist them to express their viewsShow strong, sensible leadership to ensure Community Voice is active & successful in the school Continue to work with parents to build their knowledge & confidence so that their voice is heard in the school & if necessary, assist them to express their views

25. 5. Cultural Awareness An ACEO at this level is required to: Contribute to the development & implementation of cultural awareness programs for students & staff Actively put forward ideas for programs & assist in taking action to ensure they are followed through Coordinate training & development (T&D) on a range of cultural awareness activities for school staff Provide leadership by planning & organising activities that address cultural diversity, & languages education for school staff Continue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staffContinue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staff

26. Level 3 (Secondary) What are the key performance areas? Administration School Partnerships Service Providers Relationships & Parent Involvement Educational & Employment Partnerships Cultural Awareness These are the key areas that a Level 3 ACEO is required to focus on, be competent at & produce outcomes. At Level 3 an ACEO is expected to take on a greater leadership role by using their initiative, skill & knowledge to come up with ideas, provide reports and negotiate priorities within the school that affect Aboriginal students� outcomesThese are the key areas that a Level 3 ACEO is required to focus on, be competent at & produce outcomes. At Level 3 an ACEO is expected to take on a greater leadership role by using their initiative, skill & knowledge to come up with ideas, provide reports and negotiate priorities within the school that affect Aboriginal students� outcomes

27. 1. Administration An ACEO at this level is required to: Contribute to the delivery & maintenance of efficient work practices Prepare reports on time that cover the strategies implemented to achieve targets identified in the DECS Aboriginal Strategy 2005 - 2010 Provide advocacy & support to Aboriginal students on social, wellbeing & learning needs Assist students to communicate their ideas & support them in achieving positive results, including �students at risk� Develop & maintain detailed reports on Aboriginal student learning & attendance Provide detailed written reports when required

28. 2. Partnerships with School Staff An ACEO at this level is required to: Develop other ways to support Aboriginal students through pathways into training, employment and/or higher education to ensure these opportunities are delivered Establish working relationships with VET & SACE coordinators & Career Guidance Officers to provide structured assistance to Aboriginal students transitioning through secondary education Use these relationships efficiently to provide an effective transition process Continue with the work started at Levels 1 & 2 but taking a leadership role Through ongoing high performance be seen by others as the key person to contact when issues arise. It is important to communicate effectively in these situations and always follow up when the situation requiresContinue with the work started at Levels 1 & 2 but taking a leadership role Through ongoing high performance be seen by others as the key person to contact when issues arise. It is important to communicate effectively in these situations and always follow up when the situation requires

29. 2. Partnerships with School Staff An ACEO at this level is required to: Coordinate school partnerships whilst advocating for the social, wellbeing & learning needs of Aboriginal students Communicate regularly with coordinators & subject teachers to ensure that they are aware of and following up on the needs of Aboriginal students It is important here to ensure that an Aboriginal perspective is considered when curriculum is being discussed with teaching staffIt is important here to ensure that an Aboriginal perspective is considered when curriculum is being discussed with teaching staff

30. 3. Service Providers An ACEO at this level is required to: Apply initiative & judgment to support accurate & timely service provision Recognise early when situations require the need for agency support by assessing these issues carefully & taking action in a timely way Coordinate networks & build partnerships with government & non-government agencies, Aboriginal service providers & local community organisations Maintain regular contact with these organisations so that you can effectively & efficiently access these services as required At this level it is expected that an ACEO knows the appropriate procedures, guidelines & protocols when confronted with an issue that requires agency support. It is also expected that an ACEO has the experience & knowledge to make an accurate assessment of the situation & take the appropriate action ACEO�s need to continue to build on their established relationships with agencies & service providers so that the referral process runs smoothlyAt this level it is expected that an ACEO knows the appropriate procedures, guidelines & protocols when confronted with an issue that requires agency support. It is also expected that an ACEO has the experience & knowledge to make an accurate assessment of the situation & take the appropriate action ACEO�s need to continue to build on their established relationships with agencies & service providers so that the referral process runs smoothly

31. 3. Service Providers An ACEO at this level is required to: Work with service providers to develop suitable service delivery standards & practices that support Aboriginal students & parents Understand the needs of students & parents and work with service providers to develop & implement standards & practices that satisfy these needs Keep in regular contact with these providers to identify improvements that better address the learning outcomes for Aboriginal studentsKeep in regular contact with these providers to identify improvements that better address the learning outcomes for Aboriginal students

32. 4. Relationships & Parent Involvement An ACEO at this level is required to: Implement Aboriginal Community voice principles & processes at the school Take a leadership role in ensuring these activities are put into action and followed through Implement effective strategies to support the Aboriginal Community voice concept Implement plans & activities that support & promote Community voice at school Develop partnerships between schools & communities to maximise the attendance, engagement & achievement of Aboriginal students in educational & employment programs Show strong, sensible leadership to ensure Community Voice is active & successful in the school Continue to work with parents to build their knowledge & confidence so that their voice is heard in the school & if necessary, assist them to express their viewsShow strong, sensible leadership to ensure Community Voice is active & successful in the school Continue to work with parents to build their knowledge & confidence so that their voice is heard in the school & if necessary, assist them to express their views

33. 5. Educational & Employment Partnerships An ACEO at this level is required to: Ensure career development opportunities for Aboriginal students Monitor the delivery of career advice & the articulation between SACE, vocational & other educational pathways so that they can make informed choices about learning pathways Support Aboriginal students to understand the relevance of education Help students to understand the links between education & future education & employment opportunities Continue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staffContinue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staff

34. 5. Educational & Employment Partnerships An ACEO at this level is required to: Establish working relationships with organisations & industry that can influence further education & employment opportunities for Aboriginal students Use your relationship with these organisations to raise awareness, identify opportunities & influence their decision making for further education & employment opportunities for Aboriginal students Continue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staffContinue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staff

35. 6. Cultural Awareness An ACEO at this level is required to: Contribute to the development & implementation of cultural awareness programs Organise presentations & events on a range of cultural activities & customs Expand on nationally celebrated Aboriginal activities Continue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staffContinue to be proactive in raising cultural awareness in the school & continue to provide leadership in promoting and pursuing training & development for school staff