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Engagement and Student Voice Leader - Ed Support Level 1-Range 3

Job posted: 05/08/2022
Applications close: 18/08/2022 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Northern Metropolitan

Job type: Full time / From 05/09/2022 - 20/12/2022

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Other

Reference: 1290107

Reference: 1290107

Occupation: Other

Salary Range: Salary not specified

Work location: Melbourne | Northern Metropolitan

Selection Criteria

SC 1 – Demonstrate high level understanding of factors that lead to engagement and connectedness of students to the College. Leading the development, delivery and evaluation of programs and initiatives to further improve engagement in education and learning.

SC 2 – Demonstrate an ability to work effectively with young people from a variety of backgrounds. Valuing student input and voice in order to further improve school-wide systems based on this feedback.

SC 3 – Demonstrate high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.

SC 4 – Demonstrate the ability lead a team of staff, schedule and supervise the work of other support staff, and develop procedures and guidelines relating to the work area. Along with the capacity to provide advice and support to management in respect to the work area.

SC 5 – Demonstrate a capacity to actively contribute to and lead whole school improvement initiatives, manage major programs or student activity and a commitment to ongoing professional learning for self and other to enable further development of skills expertise and teaching capacity.

Role

[Attendance requirement for this position]

Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs.

Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy.  Deviation from standard procedures and school policy will require guidance and direction from senior management.

The provision of business management responsibilities becomes a feature at range 3.  Management of staff to achieve the expected outcomes is a key responsibility.  Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases.  Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations.

This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years.  Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered.  Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management.

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 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

  • Manage the design and production of school publications and documents.
  • Provide professional student support services, e.g. therapist and psychological and counselling services.
  • Provide strategic advice on specific support services and their impact on students, school curriculum and services.
  • Manage the use of and access to school resource and reference material.

Who May Apply

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

EEO AND OHS Commitment

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Conditions of Employment

  • 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

The College’s vision is to be an environment in which every student achieves their highest potential, and the school has structures and processes that ensure that every student is in ‘the right place to learn’. Our high expectations of students, teachers, and parents underpin the work that we do and provide a framework as we strive to continually improve our learning environment, professional practices, and student achievement outcomes. Established in 1984, Craigieburn Secondary College is set in landscaped grounds in the Northern suburbs of Melbourne. Our 1114 students are drawn from the local area and a diversity of cultural and language backgrounds. The staff comprises of 5 Principal Class, 100 teachers including 9 leading teachers, 2 learning specialists, and 42 education support staff.

Over the past five years, the College has grown significantly and quickly, with an increase in students from 750 in 2015 to 1196 in 2021. Providing a safe learning environment for this large cohort has been a major focus for the school, and in particular, ensuring there are lots of spaces, spread out across the grounds for smaller groups of students to spend their recess and lunchtimes. We have also focussed on building positive relationships between staff and students and improving student voice and agency, as corner stones for our safe and supportive culture.

The curriculum is designed to provide opportunities and support structures that assist every student to reach their full academic, personal, and career potential and to create pathways to a fulfilling and meaningful future. The College offers an enrichment and acceleration program that provides extension opportunities for students in all areas of the curriculum in years 7-9 and leads to accelerated learning opportunities in year 10. We also offer differentiated literacy and numeracy fluency programs that aim to address student learning at their point of need, facilitating high learning growth to bring these students closer to age expected achievements. Catering to the diversity within our community, we offer an EAL curriculum program that develops student language skills across all subjects for years 7-12. There are many and varied opportunities for students to participate in school life, including Visual and Performing Arts, Sport, Camps, Excursions, Creative Writing, Community Service, Mentoring, and an extensive Student Leadership program.

Teaching and Learning at our school are underpinned by a strong professional learning program for all teachers. This program is informed by our Teaching Code of Practice that sets out our high expectations and incorporates an instructional framework that is used by all teachers in every classroom. The Code of Practice also ensures there is a focus on positive relationships within the classroom, where teachers actively seek and give feedback in the pursuit of professional excellence and personal best. Student voice contributes to the reflective practices of teachers in the form of regular feedback opportunities on key areas of practice. Students and teachers work together to improve the classroom experience and learning.  Over the past four years, teachers and leaders have been developing their skills in using an inquiry cycle to frame their work and to be better able to evaluate the impact of intervention strategies at the classroom, program or whole school level. 

Within a strong culture of support for students who are PSD, Koori and OOHC all are individually cased managed by a strong team of integration aides and youth workers. Individual Learning Plans are developed through collaboration with staff, students and families to ensure the goals are appropriate and relevant. Learning partners facilitate the implementation of ILP's in the classroom by supporting teachers with teaching strategies and approaches for individual student goals.

Craigieburn Secondary College expects its students to work to the best of their ability, respect the rights of all others, to strive for excellence, and to take pride in their work and their school. The College community's actions and decisions reflect the values of Respect, Responsibility, Achievement, and Community.

There are numerous enrichment and support programs;

1.            A select entry enrichment and acceleration program (CEAP) that offers places to a limited number of highly capable and committed students who are challenged by the academic rigours set by the program.

2.            The Craigieburn High Achievers Club, where aspirational and determined senior students meet with each other and their teachers on a weekly basis to improve their study habits and achievement results.

3.            Literacy and Numeracy Fluency programs running for all Year 7 students, Corrective reading, as well as Language Support programs and professionals.

4.            Leadership programs including School and House captaincies, SRC, Duke of Edinburgh and, the Alpine School, and Hands on Learning

5.            Student Engagement and Wellbeing programs such as Breakfast Club, Homework club, and Sporting teams

6.           Allied health team made up of a Speech pathologist, visiting Doctor and Psychologist, mental health practitioner, two student counsellors, three youth workers and a school nurse.

7.            Our Performing Arts program that includes musical productions, bands, dancing and drama.

8.            The Engage program is targeted to year 8 students who are at risk of disengagement. Students work closely with dedicated staff within a closed program for 8 weeks. The program has a strong emphasis on developing key relationships as well as building literacy, numeracy and social skills that can be used after students transition back into their normal classes.

Engagement and Student Voice Leader - Ed Support Level 1-Range 3

Job type:

Full time / From 05/09/2022 - 20/12/2022

Job classification:

Not provided

Contact:

Michael Fowles | 03 9308 1144

Engagement and Student Voice Leader - Ed Support Level 1-Range 3