1 day remaining
Location: Melbourne | CBD
Job type: Part time / From 03/02/2025 - 17/10/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1434936
The Mac.Robertson Girls' High School is one of four selective entry high schools for high ability learners in Victoria, catering for 1200 young people in Years 9-12.
Situated in a central city location adjacent to the Albert Park Lake, the school offers outstanding facilities for the delivery of its programs and is attended by students from metropolitan Melbourne and beyond.
The selective nature of entry results in a broad socio-economic and cultural mix of students with a strong commitment to academic excellence. The school provides an educational experience that equips girls and gender diverse young people for tertiary study and leadership roles in a range of fields and industries, and develops interests and skills to enhance their personal lives.
The school changes the lives of young people by providing a learning community that fosters a strong sense of belonging, outstanding engagement and self regulation, and a love of challenge and enrichment.
There are two senior certificates available for students to choose from - the Victorian Certificate of Education (VCE) and the International Baccalaureate (IB). Each year 100% of students head off to tertiary education in a course of choice.
Our school vision: Honouring diversity. Inspiring curiosity and creativity. Transforming lives. guides our direction and aspirations. While the strong, positive culture is underpinned by our four core values:
COMMUNITY
We are an inclusive community built on positive relationships and a strong sense of belonging. We value diversity and appreciate those around us for their similarities and differences. We are internationally-minded and value our place in our local and global context.
GROWTH
We seek challenges in order to grow, and are resilient in the face of adversity. We are curious, collaborative, and passionate about learning. We celebrate success and aspire to be our best selves in all aspects of life.
RESPONSIBILITY
We are agents in our own learning, and we foster leadership through action. We take responsibility for ourselves and each other, and we contribute to school life and our broader communities.
COMPASSION
We are interested in the lives and perspectives of others. We value every member of our school and wider communities. We treat people with respect and offer support to those who need it.
The school's highly successful alumnae, The Palladians, continue to be strong supporters of the school offering a range of enrichment and leadership programmes for our students.
We have an outstanding, collaborative and stable staffing profile who support a values driven culture. Staff wellbeing (alongside student wellbeing) is a priority for the school.
The Principal Team conducts tours of the school and prospective applicants are encouraged to visit. To enquire about upcoming tours, please visit our website. https://www.macrob.vic.edu.au/employment
SC1 Capacity to deliver high quality Indonesian Oral support, at native speaker level, to individuals and small groups.
SC2 Demonstrate commitment to enhancing the language and oral skills of students
SC3 High level understanding of the VCAA Indonesian Study Design requirement, especially in relation to the oral exam component.
SC4 Demonstrable commitment to providing targeted feedback to staff and students to support and enhance learning
SC5 Demonstrable commitment to one's own professional development.
SC6 Demonstrated commitment to supporting the school's programs which are aimed at providing enrichment and extension for highly able students.
SC7 Demonstrated capacity to show initiative, contribute to a positive school culture and live by organisational values.
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.
Key requirements:
Linguistic skills:
General Skills:
Specific Role of the Language Assistants
Teacher Supports the Language Assistants by:
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
There will be 11 x 30 minute individual conversations plus up to 2 hours of classroom support per week in a combined Year 11 and 12 class.
Part time / From 03/02/2025 - 17/10/2025
Ed Support Level 1-Range 3
Susan Harrap | 0477 332 673