POSITION DESCRIPTION
General Information
Position Title:
Project Coordinator Ready Set Go (Education and Services Specialist)
Incumbent:
Vacant
Function & Team/Program:
Communities for Children Raymond Terrace – Karuah
Location(s):
Raymond Terrace
Manager’s Position Title:
Project Manager Communities for Children
Manager’s Name:
Alison Harwood
Date Prepared:
June 18 2015
Prepared By:
Alison Harwood
Approved By:
Steve Macready
Primary Purpose of this Position (In one sentence - why does the role exist?)
Works in conjunction with the Project Coordinator Ready Set Go (Aboriginal Families and Communities
Specialist) under the supervision of the Manager to engage a coalition to work collectively to support the
school readiness and success of Aboriginal children. Responsible for the implementation of strategies within
the Ready Set Go Framework for Action.
Scope
Direct Reports to this Position
Indirect Reports
By Position Title
Total Number
1.
2.
None
None
Financial Dimensions controlled by this Position (Include key financial metrics such as revenue growth, income & expense
budget, etc)
Direct control
Indirect control
e.g. Revenue, Operating expenditure, Capital expenditure, etc
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Operating expenditure
Other Dimensions of this Position
e.g. Number of programs, site responsibility, geographic spread of team
Ensure the requirements including outcomes and reporting identified in the
Indigenous Advancement Strategy: Ready Set Go Agreement are met
Effectively manage the Ready Set Go Collective Impact Coalition
Setting Priorities (how is work prioritised)
How often does employee prioritise their own work?
Eg. Daily, weekly, monthly, annually, other
Daily
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How often does employee determine the priorities of
others? Eg. Daily, weekly, monthly, annually, other
Key Relationships (Who does the role interact with?
Internal
External
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NA
List the titles of individuals, departments and organisations frequently interacts with)
The Smith Family (TSF) Raymond Terrace Team
General Manager NSW
State Team
National Manager – Government and Community Projects
Project Administrator – Government and Community Projects
National Office Staff – Communications, Finance, People and Culture, BIS
Schools and preschools in the Raymond Terrace, Karuah, Tanilba Bay – Lemon Tree Passage and
Tea Gardens – Hawks Nest areas
Community and Child and family service providers including Government Agencies
Aboriginal families, elders and communities
Port Stephens Aboriginal Education Consultative Group (AECG)
Communities for Children Committee members
Contracted Communities for Children Partners
Specific Aboriginal and Torres Strait Islander led organisations and other associated organisations
and networks
Key Decision Making in this Role (What are the key decisions and recommendations made in this role?)
Decisions Expected
 Timely and efficient escalation of coalition or community challenges that have the potential to impact
relationships and service delivery
Recommendations Expected
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Strategies for effective community engagement
Involvement in strategic networks
Recommendation of Coalition members
Priority strategies for implementation from Ready Set Go Framework for Action
Appropriate suppliers for example training providers
Key Responsibilities / Accountabilities
(List the major areas from largest % of job to smallest)
Major Area: Implement Ready Set Go strategies and actions
% of Job: 40%
Work with the Project Manager, Co-Coordinator and Coalition to identify priority strategies for implementation and
appropriate activities to support strategies as per evidence base and current good practice
Develop program of activities including minimum 3 professionals capacity building sessions per year;
3 joint family - preschool/ school/ services sessions per year, and; 3 child and family sessions per year
Deliver activities including arranging suitable suppliers, venues, promotion strategies; support participation by
stakeholders, and; other resourcing to ensure high quality and effective implementation of activities
Carry out administrative and financial functions related to activities including correspondence, record keeping and
accounts management
Promote Ready Set Go activities through local media, social media, forums, etc.
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Major Area: Develop, maintain and support Ready Set Go Coalition
% of Job: 35%
Identify and develop appropriate membership amongst preschools, schools, child and family services, community
services, health services and other organisations
Work to encourage membership through provision of information about Ready Set Go, successful outcomes of
collaborative and Collective Impact approaches within place-based contexts, and opportunities to support and
enhance impact of individual services
Convene and provide support to coalition meetings including development of agendas, reports, guest speakers,
meeting records, etc.
Provide leadership and support to the coalition including through ongoing socialisation of the five conditions of
Collective Impact
Major Area: Generate Collective Impact knowledge and tools
% of Job: 15%
Conduct research and undertake professional development to ensure sound knowledge of Collective Impact
Produce educational and information materials for presentation to and use by the Ready Set Go coalition and other
stakeholders
Develop tools and mechanisms to support the five conditions of Collective Impact including identifying outcomes and
performance indicators; data collection tools; ongoing communications strategies; joint planning and delivery
calendars, etc.
Present information about Ready Set Go, Collective Impact, and the coalition at forums and networks
Promote the Ready Set Go coalition and Collective Impact through local media, social media, forums, etc.
Major Area: Data collection, monitoring and performance reporting
% of Job: 10%
Provide advice and support to coalition members on the appropriate collection of quality data including impact
indicators, data collection tools, participant consent, data storage, data sharing, etc. as per the Collective Impact
conditions Common agenda and Shared measurement
Identify appropriate outcomes and impact indicators, and data collection tools in order to measure impact of Ready
Set Go activities
Collect, collate, analyse and present data to the coalition to ensure monitoring of Ready Set Go activity outcomes
Complete data analysis and reporting as per Agreement with the Australian Government Department of Prime
Minister and Cabinet as funding body
Key Challenges in Achieving Goal(s): (What are the key challenges faced by this role in meeting goals/objectives)
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Facilitating effective understanding and value related to collaboration and Collective Impact amongst
professionals with significant competing demands on their time
Securing support and participation from a wide range of preschools, schools and services operating within
different policy and funding environments
Effectively engaging schools and preschools given their competing priorities (e.g. requirements to be on class)
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Engaging Aboriginal families and community given competing demands on their time and capacity
Identifying appropriate activities in response to the Ready Set Go priorities and ensuring these deliver
outcomes
Qualifications, Experience and Competencies: (What background, knowledge, experience or competencies are required to
perform the role at the expected level?)
Education /
Qualifications /
Memberships:
Essential
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Tertiary qualifications in education, health,
social sciences or similar
Desirable
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Essential
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Experience:
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Effective engagement and partnering with
a diverse range of stakeholders including
across sectors (for example education and
community services)
Providing administrative support to
meetings including developing agendas,
facilitation, record keeping and reporting
Facilitating delivery of training, coaching
and other professional development
activities
Implementing effective community
programs that provide a strategic response
to identified need and aspiration
Working respectfully in partnership with
Aboriginal families and organisations and
contributing to culturally safe
environments
Desirable
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Essential
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Competencies:
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High level influencing skills
Ability to develop and operate within a
results-oriented theory of change model
including identifying problems, appropriate
interventions and desired outcomes.
Knowledge of evidence based and good
practice responses to community and
educational disadvantage
Efficient management of own time and
workload ensuring activities are delivered
to a high standard and on time
Driver’s license
Post graduate qualifications in education,
health, social sciences or similar
Providing sector leadership and capacity
building through the effective operation
of collectives, networks or committees
Working effectively to influence positive
change at a sector level
Desirable
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Knowledge of Collective Impact
Understanding of service systems and
systems theory
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