2 days remaining
Location: Melbourne | Northern Metropolitan
Job type: Part time / From 28/01/2025 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Administration/Secretarial
Reference: 1454603
The original Coburg High School was one of the first high schools in Melbourne and we have a long and proud history. Between 2007 and 2014 the school was known as Coburg Senior High School with an enrolment of students in Years 10-12. In 2015 Coburg High School was re-established as a Years 7 to 12 school with the inaugural group of Year 7 students. In 2023 there are over 1250 students enrolled at CHS and in 2024 we expect this to grow to around 1300 students. Attendance rates are above state average and student connection to the school is strong. The SFOE is 0.22 in 2023, indicating low levels of disadvantage overall.
Through the involvement of staff and students, in recent years a set of four core values have been established¿Excellence, Integrity, Curiosity and Community¿and these values underpin expected behaviours, policies, practices, communication and decision-making at the school.
Coburg High School is structured around year level teams with the Student Support Team responsible for the engagement and wellbeing of all students. The dedicated Wellbeing team has two counsellors, a Mental Health Practitioner, School Nurse and Youth Worker. Coburg High School is a School¿Wide Positive Behaviours School, Respectful Relationships lead school and adheres to the tenets of restorative justice. The school has undertaken significant work in establishing an online curriculum management system called Coburg Online Google Sites (COGS). Alongside the development of the COGS to establish a guaranteed and viable curriculum, the school has adopted an instructional model with the acronym GANAG. This model has the key components of goal setting (G), accessing prior knowledge (A), introducing new information (N), applying the new information (A) and finally reviewing the goal (G). Our challenge is to continue to embed the application of High-Impact Teaching Strategies (HITS) within the instructional model paradigm, underpinned by a comprehensive program of professional learning to ensure that strategies are implemented with rigour and fidelity.
As outlined in the School Strategic Plan, the school¿s central purpose is to foster voice and agency and equip students them with skills for lifelong learning. We empower students to thrive in a complex and changing global society. To this end, Coburg High School offers a broad range of subjects, courses and programs for the Victorian Curriculum and the VCE. We are currently running 28 different VCE subjects and are offering the VCE Vocational Major for the first time in 2023.
We offer students a wide range of co-curricular programs including inter-school sport, music, drama, dance, student leadership, debating and public-speaking, science talent searches and fairs, mathematics competitions, art exhibitions, community service, camps, tours and a range of interest-based clubs.
Coburg High School aims to be an interconnected community hub that serves the diverse needs of our students. The school is situated on expansive grounds with an oval and four recently upgraded netball/basketball courts. The four main buildings incorporate generously sized classrooms and specialist spaces (including a theatrette, performing arts space, gymnasium as well as art studios and laboratories). There are a number of sustainability features including a 99.9kW solar array, several large water storage tanks and a thriving greenhouse for horticulture. The school is located in proximity to Merri Creek, Coburg Olympic Pool and Coburg Athletics Track. As part of the 2023 State Budget, the school received $17.8m for a new Technology Building and the school is currently in the planning stages for this exciting new facility, which will encompass Materials, Design and Food Technology subjects and is projected to be the base for Year 8 students from 2026.
As Part of the Food wing, there will be a purpose built VET standard kitchen with coolroom, a junior Food Technology classroom, Dining Room and Food Servery.
SC1 Demonstrated knowledge and expertise in inclusive education and supporting learners with additional needs, including the capacity to work directly with students who have complex behavioural and learning needs.
SC2 Demonstrated capacity to work within established educational guidelines and frameworks, including coordinating with families, supporting teachers, and managing data systems relevant to the functions of the role.
SC3 Demonstrated capacity to provide advice and support to leadership, teachers, and education support staff in relation to students¿ learning needs.
SC4 Demonstrated high level oral, written communication and interpersonal skills, including teamwork and collaboration.
SC5 Relevant qualifications and experience in areas of education, inclusion and/or disability.
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.
This role has both administrative and student support responsibilities
Coordination and Data Management
Scheduling parents, students and staff for termly Student Support Group (SSG) meetings and Disability Inclusion Profile Meetings
Generating minutes for SSG meetings and managing the storage of these files
Requesting and collating feedback from classroom teachers for students supported through Program for Students with Disability and Disability Inclusion as well as any others requested by the Inclusion Leader (Leading Teacher)
Responding to requests from allied health professionals and ensuring the completion of associated administrative tasks
Requesting and managing the storage of confidential student documentation and assessments and maintaining the organisation of these files
Completing administrative processes within Disability Inclusion Profile applications including registering individual students, completing initial student information, uploading supporting documentation, monitoring classrooms teachers¿ completion of feedback proformas on Compass, collating and storing supporting evidence with the assistance of the Inclusion Leader
Requesting and appropriately storing information provided by primary schools within the transition process and in the case of students transferring between secondary schools for students with a disability or additional needs
Updating and distributing documentation following the review of key student documentation including Individual Education Plans, Behavioural Support Plans, Safety Management Plans etc.
Monitoring Classroom Support notes and communicating necessary information with the Leading Teacher of Inclusion, Student Wellbeing and Year Level Leaders as appropriate.
Working collaboratively with the Leading Teacher of Inclusion to support students, parents and staff through the completion of administrative tasks
Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
Provide administrative support to external service providers as required.
Manage the processing of student admissions, registrations, enrolments and transfers.
Provide required level of administrative support for school events, functions and projects.
Implement induction programs for new staff, volunteers and other workers to the school.
Student Support
Providing learning support and supervision for individuals or groups of up to 4 students
Meeting with students individually to create Student Snapshots, and support them in identifying strengths and interest
Completing classroom observations of students to support Disability Inclusion Profiles
Supporting students in completing external assessments that take place at CHS
Checking in regularly with a designated group of Disability Inclusion students to feed back to the broader DI team as to their progress
Supporting designated students with their learning and offer a point of contact for when they are in need of additional support
Supporting communication between teachers, parents, and allied health professionals
Supporting teachers in the coordination of educational programs independently or under minimal supervision, providing routine coordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
Other duties as directed by the Principal
This role will work closely with the Inclusion Leader (Leading Teacher), Assistant Principal (Operations & Inclusion) and the Business Manager
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
WORKING HOURS: 22.8 hours a week. Flexibility is available for the successful candidate to determine if this would be spread across 3, 4 or 5 days. Attendance during school vacation periods is not required.
Part time / From 28/01/2025 - 19/12/2025
Ed Support Level 1-Range 3
Mr Brent Houghton | 03 9353 1700