SC1    Demonstrated experience and skills in managing a specific school library/resource facility

SC2    Demonstrated capacity to develop procedures and guidelines relating to the work area.

SC3    Demonstrated high level oral and written communication skills.

SC4    Possess the technical knowledge and expertise relevant to the position.

SC5    Demonstrated capacity to provide advice and support to management in respect to the work area.

SC6    Demonstrated commitment to professional learning and growth for both self and others.

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.

Due to the growth of Alkira Secondary College, we are needing another Librarian.

As the Librarian, the successful applicant will have the following responsibilities:

• Receive and respond to enquiries made to the library
• Promotion of library to students, staff, and community
• Collection, development, and maintenance
• Catalogue and process new and existing resources within suitable timeframes
• Support the use of the catalogue and shelves by students and staff, assist in monitoring over dues and borrowing, operate the circulation desk
• Provide training, advice, and support to staff in accessing and utilising the library resources and service
• Shelving, shelf reading and maintenance of library materials and workspaces
• Assist students in their use of the library and its resources
• Supervise student use of the library space as required
• Assist in maintenance of the library on-line presence and library-relevant information and communication technologies
• Update and maintain library display and information
• Liaise with external stakeholders including relevant libraries, suppliers and DET as required
• Possess high level information and communication technology knowledge and skills and ability to manage library online resources and systems
• Coordinate library-based events and programs, including Premiers' Reading Challenge, CBCA Book Week, Library Lovers' Day, Book Club, and other lunchtime/after school activities
• Administrative and other tasks as directed by the Executive Team

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

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.

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

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

Please ensure that your application includes:

• a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• a section addressing the selection criteria and the requirements for application under the Who May Apply section
• names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

• 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

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

Alkira Secondary College is designed and built for our growing community. Established in 2009, Alkira is one of the first Public Private Partnership schools under the Partnerships Victoria in Schools model. Our award winning facilities are modern, agile and built for pedagogical purpose. We have grown to approximately 1600 students and have emerged as an active member of the Casey Central network of schools.

The school vision “to secure the entitlements of every student” reflects our responsibility to establish a place in our community, providing personalised learning in a happy learning environment while supporting our shared values of respect, integrity, care and excellence.

Our students have access to a wide range of academic, social and leadership programs including Alkira Sports Academy, Alkira Masterclass and an Alkira Creative Arts Program Our school promotes global understandings and participates in the Victorian Young Leaders to China and India Program. We are a Confucius Classroom school in partnership with Melbourne University Confucius Institute.

Alkira encourages partnerships in teaching and learning, working extensively with our local RSL, Vietnam Veterans Association, SEJFL AFL, Elevate education, Edrolo, Education Perfect and Courage to Care to support wider educational programs and experiences for our students.

A SWIS (schools within school) model was implemented to strengthen the notion of personalised learning and understanding and building positive relationships

Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students.. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub school support team continues to plan for student improvement.

Our positive climate for learning encourages student engagement and wellbeing by ensuring inclusion and establishing a team around the learner. Our school is looking to implement Respectful Relationships and SWPBS across the school during the life of our Strategic Plan 2022-2024.

We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students ‘bring their own device’ (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.

Our dynamic curriculum and teaching and learning programs are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.

An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non negotiables.

Our teachers are expected to contribute to wider non curricula programs and support and celebrate our student’s achievements. We run a system of providing course work support and extra learning opportunities outside our regular timetable.

Our agreed behaviour management processes support a student’s right to a safe and secure learning environment, and a teacher’s right to direct and establish such an environment.  The program is very successful as it focuses on students’ work and provides an opportunity for reflection and involves a restorative process.

Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCAL or VCE and supplement their programs with a VET program in their chosen vocational area. The College opened a Hospitality centre in 2017 as part of the Cranbourne Regional Trade Training Centre.

We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programs.

Alkira…a great place to work.