Are you a natural mentor? Are you motivated and compassionate, with an interest in supporting Indigenous young people in your local community? Do you have a heart for the wellbeing of young people with an empathetic approach to supporting them? Do you have experience working in student accommodation, boarding schools or working with disengaged young people?

Silver Lining Foundation Australia Ltd (SLFA) has an exciting opportunity for an individual to join our team as a House Parent at our Mungalla Silver Lining School Boarding Facility for young men.

We are looking for someone who has experience working in boarding schools or student accommodation or experience working with and supporting disengaged young people, particularly Indigenous young people.

ABOUT US

Silver Lining Foundation Australia Ltd (SLFA) (https://silverlining.org.au) is a growing Indigenous led charity whose objective is to provide benevolent relief to First Nations Australians. SLFA has multiple programs based in Queensland that provide culturally appropriate services that cater for the diverse needs of disenfranchised Aboriginal and Torres Strait Islander people. Our schools and programs work with predominantly Indigenous young people to provide culturally appropriate education and other support services.

SLFA is committed to meaningful equity and diversity in our workforce. We do this by creating a workplace which embraces and celebrates the value of Aboriginal and Torres Strait Islander staff, their skills and contributions. We strongly encourage applications from Aboriginal and Torres Strait Islander peoples.

Mungalla Silver Lining School is a Co-Educational secondary independent Special Assistance School which aims to cater for the diverse learning needs of disenfranchised Aboriginal and Torres Strait Islander learners. The school is a ‘micro school’, where the student cohort generally not exceeding more than 35 students. The school provides opportunities for young people to re-engage in their education by delivering learning experiences that are culturally rich, age appropriate and academically achievable. Students are at the centre of professional practice, with their needs, backgrounds, perspectives and interests reflected in the school's learning programs.

Working with Children - Statement of Commitment

SLFA supports the rights of students enrolled at the School and is committed to taking all reasonable steps to provide them with a safe and supportive environment and promote their safety and wellbeing, and protection from foreseeable harm.

In order to give practical effect to SLFA’s commitment, SLFA will act in accordance with its legal obligations under the Working with Children (Risk Management and Screening) Act 2000 (Qld) (‘the Act’) and will implement measures that intend to eliminate and minimise risk to student safety to ensure the safety and wellbeing of all students and employment risk management strategies, practices and procedures to promote the wellbeing of students enrolled at its Schools and participating in its programs, to protect them from harm.

THE ROLE

The successful applicant will be someone that is dedicated and passionate about transforming the lives of our young people through meaningful relationships, learning experiences and by providing a boarding environment that is caring, safe, and supportive - where students feel a sense of belonging. You will assist with cultivating and nurturing a ‘home like’ environment for our boarding students and you will provide pastoral care and monitor the wellbeing of boarding students. You will assist with and supervise daily boarding routines, meals and recreational activities in the boarding facility.

Working collaboratively as part of a small team, the role requires the House Parent to work alongside boarding students and school staff. The role will be supported by the school's Principal and other leadership staff.

SUMMARY OF DUTIES

Boarding Facility Duties:

Day to Day Operations: Support and assist with the day-to-day operations and administration requirements of the school’s boarding facility - including food preparation, cleaning, laundry, driving vehicles, resource management and maintaining high standards of hygiene and cleanliness.

Supervision & Support: Provide high quality pastoral care, support, supervision to boarding students, ensuring a safe and comfortable boarding environment and assist students with routines, personal care, and preparation for school and boarding activities.

Participation: Assist with the facilitation of and encourage student involvement in boarding life expectations, structure and experiences.

Loco Parentis: Act in loco parentis by creating a safe, warm and comfortable 'home-like' atmosphere in the boarding facility while maintaining professional boundaries. Be physically present and available to support and nurture boarding students and take students to pastoral care or health appointments.

Sleep Over: Sleep over at the boarding facility when rostered for night shifts.

Educational Support Duties:

Academic Assistance: Support students with their education, including homework and curriculum activities and communicate learning needs or other schooling concerns to the Head of Campus.

Teacher Support: Assist teachers with educational programs, materials, and documentation related to student needs.

Other General Duties:

Administrative Tasks: Perform routine administration tasks such as photocopying, filing, record-keeping, and reporting.

Liaison and Communication: Liaise with students' families, community, caseworkers, etc, and ability to build positive relationships, and effectively and professionally communicate with them.

Behaviour and Wellbeing: Model and promote respectful behavior and support students' physical, social, and emotional wellbeing.

Participation: Engage in SLFA, school events, meetings, and activities as required.

KEY SKILLS AND EXPERIENCE

Experience: Experience of working in a student boarding facility, student residential hostel or the like and in working with young adolescents, particularly Aboriginal and Torres Strait Islander young people, and young people who are marginalised and disengaged from education and who may present with a history of trauma.

Teamwork: Ability to contribute to the effective operation of a team and work collaboratively with others to fulfil objectives and achieve goals and strategic plans.

Communication: Excellent interpersonal, oral and listening skills, including the ability to communicate messages and concepts clearly and concisely, collaborate, negotiate and effectively manage conflict resolution and competent written skills.

Interpersonal Impact: High standards of professional behaviour and makes a positive impression on others in a range of interpersonal contexts. Demonstrates empathy, emotional understanding and support while maintaining professional relationships.

Relationship management: Strong ability to engage in and foster quality relationships with students, staff, parents/carers and other key stakeholders and ability to maintain effective and professional working relationships.

Trauma-Informed Approach: Understanding of or willingness to learn how adverse childhood experiences and trauma can affect student engagement and learning, and the ability to support students accordingly.

Student Behaviour Management: Strong skills in effective behaviour intervention and restorative practices to address and resolve conflicts and behaviour.

ICT Proficiency: Proficient in using ICT tools, including Microsoft 365 applications (Outlook, Word, Excel), for administration tasks, record keeping and communication.

Achieve Results: Self-motivated, resourceful, organised and ability to manage multiple tasks, prioritise work demands and competing tasks and meet deadlines in a diverse environment.

Health and Safety Compliance: Understands and ability to follow health and safety standards and guidelines, with the ability to plan, monitor, and address issues in accordance with policy.

QUALIFICAITONS

At a minimum, you must have a:

Class Code C (Car) and Type Code O or P2 (Open or Provisional 2) Driver Licence; and

Current Blue Card/Working with Children Check.

Blue Cards - Working with Children

If you are a ‘Restricted Person’ for the purposes of a working with children Blue Card, you are not eligible to apply for this position. It is an offence for a restricted person to commence or continue working with children if they are a ‘restricted person’.

If you do not have a Blue Card, and you are not a restricted person and are eligible to hold a Blue Card, please apply for one via Blue Card Services before you apply for this position. You must have a valid Blue Card for your application to proceed.

IDENTIFIED POSITION

In line with our commitment to improving employment opportunities and outcomes for Aboriginal and/or Torres Strait Islander people, this is an identified role which intends to improve the under-representation of Aboriginal and/or Torres Strait Islander people in the education sector. This identified role is an equal opportunity measure under Section 105 of the Anti-Discrimination Act 1991 (Qld).

Applicants applying for this identified role must:

identify as Aboriginal and/or Torres Strait Islander; and

be of Aboriginal and/or Torres Strait Islander decent; and

be accepted as an Aboriginal and/or Torres Strait Islander person by the Aboriginal and/or Torres Strait Islander community in which they live.

Position Start Date:

Monday 7th July 2025 (start date is negotiable).

Applications must include:

Cover Letter: explaining your reason/s for applying, and why you would be suited to this role.

Current CV / Resume: including two professional referees (referees will be contacted following an interview).

Note: Please submit your application through SEEK.

Applications Close: Wednesday 2nd July 2025.