[

Sunbury Downs College is a Year 7-12 co-educational Secondary College situated in the regional town of Sunbury, 37 kms North West of Melbourne. It is a growing co-educational secondary College with student enrolment of approximately 800.

The College vision is:

‘The ongoing development of a learning community of staff, students and parents committed to a culture of participation and excellence based on mutual respect. This College culture promotes personal growth leading to meaningful citizenship and successful pathways to further studies and employment through students’ academic success’. Our school motto is ‘Confidence to Achieve’.

The College offers the very best in teaching and learning due to the calibre of its staff. Highly capable and professional teachers and education support staff support students to learn and grow in the classroom and beyond. Our teachers’ talents ensure that students are supported to reach their potential in a caring and yet structured orderly learning environment. We are known for setting the benchmark in outstanding teaching and learning, with excellent results for students in their final years of schooling.

We offer a rich program in an environment with strong student management, high expectations and educational outcomes. The College regards itself as an academic school with a wide range of programs. There is a strong emphasis on core subjects: English, Mathematics, Science and Humanities; complemented by programs in the Arts/Technology, Performing Arts, Physical Education/Health and Languages. We also offer a wide range of VCE subjects including some VET studies and a structured rigorous VCAL program.

The College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) Program for academically able students; extending students through a challenging curriculum including early commencement of VCE. The ACE Program is a select entry course with enrolment from our feeder primary schools.

The College is also accredited as an International School Provider with some International students enrolled in the later years.

SDC offers a wide range of extra-curricular activities and an inter-school program. There are year level and specialised camps and excursions, including an overseas Italian Study Tour. The College has a well-established student leadership program. SDC offers instrumental music tuition and presents a highly acclaimed Musical Production, enabling student to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.

The College has outstanding modern facilities. The College has specialised areas to support the learning of the sciences, technology, arts and sports. There is a modern Education Resource Centre, functional Technology Wing and also an on-site-Art-Design-Technology Exhibition space, enabling the display of high quality exemplary student work.

Our College is proud to be in partnership with its community and various organisations, so as to offer and provide the best for our students. Partnerships include our feeder schools, local businesses and many universities including Melbourne University. In recent time corporate partners such as the Beacon Foundation have extended their work into our classrooms. We acknowledge that it is the links with the outside world that extends the offerings for our students and community.

]

Selection Criteria:

SC1: Demonstrated knowledge and experience to coordinate and manage the daily college operations including staff absences, allocation of extras/replacment classes and construct the timetable to meet the needs of the College Program

SC2: Demonstrated capacity to supervise the work of other support staff and to implement DET procedures and guidelines relating to camps, excursions and examinations

SC3: Demonstrated ability to coordinate multiple responsibilities and possess efficient time management skills

SC4: Demonstrate a working and technical understanding of CASES, First Class Compass and other programs relevant to the position

SC5: Demonstrated capacity to provide advice and support to the College Leadership relevant to College Operations

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

Please note that this role requires an early start time of 7.00 am and finish time of 3.00 pm

IMMEDIATE START REQUIRED

• Ensuring classes and yard duty of absent staff are covered by extras/replacement CRTs in line with the Agreement and school policy
• Publishing and distributing daily extra details, and ensure effective distribution of work left by teachers to staff taking extras
• Being responsible for all changes in arrangements resulting from alterations to the normal daily or weekly routine i.e as a result of assemblies, excursions, camps, GAT, exams etc
• Manage all paperwork associated with additional activities and events including organizing buses and transport for events etc
• Working with Leadership team in preparing exam timetables, venues and supervision rosters for all exams, SACs and major testing
• Assisting with the preparation of the staff yard duty roster and review and adjust as necessary throughout the year to balances, as far as practicable the daily and weekly loads of each staff member
• Experience in CASES, First Class and Compass School Manager
• Coordinate Photo day and Immunization day with class teachers on duty

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

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.

• Coordinate staff timetabling
• Coordinate the delivery of administrative services within the school
• In consultation with the Principal, determine and manage work priorities related to College operations
• Develop and implement strategies to ensure effective administration procedures
• Support Client reception
• Liaise with school staff in regard to support requirements

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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

Level 2 First Aid desireable

• 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

Located at New Gisborne Primary School approximently 55 kms from Melbourne this Outside School Care program is facilitiated by Riddells Creek Primary School. We have student enrolment capacity of 45 students accessing Before School Care and 75 students accessing after School Care.

SC1. A demonstrated ability to plan and provide a stimulating and engaging OSHC program taking into account the developmental needs and stages of children aged 4 - 12 years including those children with additional needs.

SC2. A demonstrated knowledge of the National Quality Framework including the;
Education and Care Services National Law,
Education and Care Services National Regulations,
National Quality Standard, and
My Time, Our Place, Framework for School Age Care in Australia.

SC3. The ability to manage time, planning his/her own work to achieve set objectives in the most efficient and effective way.

SC4. Demonstrated high level oral and written communication skills.

The successful applicant will be available to attend for duty both before school and after school.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

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.

- Liaise with and provide information to parents, staff and students about school administration procedures and policy.
- Provide a document preparation service for the school community.
- Coordinate the distribution of school newsletters, circulars and other documentation to be provided to the school community.
- Provide administrative support for specific school programs.
- Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral.
- Develop and adapt work methods and organise systems of classification, maintenance and ordering in a school resource centre.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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

• 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

SCHOOL PROFILE – Gisborne Primary School – Excellence in Education

Gisborne Primary School has a current enrolment of 515 pupils with 40 staff. Situated in the picturesque country town of Gisborne, 53km from Melbourne, Gisborne Primary School has been serving its rural community for over 150 years. The school has developed and expanded with the township itself. The school provides a stimulating and safe learning environment for children where they are supported in their pursuit of excellence and in the realisation of their maximum potential.

There is a mixture of modern and historic buildings on the site. They feature well equipped technology areas, library, teacher resource and withdrawal areas, a gymnasium, canteen, visual arts room and adventure playground areas. Our teachers are required to differentiate the curriculum to suit the learning needs of students. Quality planning, teaching and assessment practices are considered high priority at our school.

Students at Gisborne Primary School are encouraged to share their ‘voice’ in their classes and through the many leadership opportunities offered. Our School Captains lead school events, assemblies and school tours and represent the school at community events such as Anzac Day. Other leadership initiatives include Junior School Council, House Captains, Arts, Community & Sustainability/Environment Leadership teams, and two Class Captains lead each classroom.

Our specialist programs include Physical Education, STEM, Music, Visual Art and LOTE – Italian.

Teachers at Gisborne Primary School are expected to contribute to both ‘in school’ and ‘out of school’ activities. Our teachers plan together in teams and use data to inform the direction of teaching and monitor every child’s progress.

The focus of Professional Development for our staff has resulted in a heightened awareness of the best current teaching practices. A large component of the professional development is the Professional Learning Communities, which focus on refinements in teaching, model/data analysis, goal setting and collegiate support. The Leadership Team visits classrooms and planning meetings regularly and staff are offered the opportunity to participate in collegiate visits.

Our School Council sets high expectations for student learning and teaching practices. Our parents are shared partners in student learning; we value their contribution to their child’s learning as well as their contribution to the school in whatever capacity they can.

The school’s motto is ‘Caring’ and this is featured as a logo on the school’s uniform. The school’s values are Respect, Responsibility, Personal Best, Resilience and Caring.

The school’s philosophy is based on the belief that every student has the ability to learn and that this occurs best in a safe, happy and positive environment.

SC 1. Demonstrated ability to work cooperatively with a range of people including teachers, education support, students and parents.

SC 2. A demonstrated proficiency to effectively support students with autism and / or challenging behaviours.

SC 3. A demonstrated ability to support individual or groups of students to access their learning and develop independence across a range of school programs.

SC 4. A commitment to professional learning and growth.

SC 5. Demonstrated understanding and use of Positive Behaviour Support.

The Aide works under teacher supervision to undertake routine learning support tasks and attend to student need (learning, behavioural, physical). Tasks are usually carried out under close supervision and direction of a teacher. Work tasks have priorities that are clear, procedures that are well established and direction is readily available.

The position requires the solving of issues using school procedures and instructions and established practices. Guidance and direction will be given by the teacher and it is expected that assistance is sought when needed. Assistance is readily available when problems arise.

This position does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area. An education support class position supports the educational services being provided to students, but does not include duties of teaching. Supervision of students will occur individually, in small groups, classrooms and in controlled circumstances, where the responsibility for students remains clearly with the teacher.

• Assist students on an individual basis in specific learning areas.
• Provide basic physical and emotional care to students.
• Prepare basic curriculum support resources as instructed.
• Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
• Observe students and draw attention of the teacher to them where necessary.
• Participate in team meetings.
• Assist with the supervision of students in the yard, at camps, on excursions, in sporting activities, therapy activities and life skills.
• Assist with communication between students and teachers, particularly the interpretation of instructions.
• Set up and put away equipment and materials in support of teaching programs.
• Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
• Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
• Assist in the preparation of student resources, equipment and purchasing of materials and supplies as required.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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

We currently have two Integration Aide roles available of 18 hours pw each. Our preferred hours are mornings over 5 days (negotiable). Possibility of extra hours.

We encourage applicants to apply for both positions. Only shortlisted applicants will be contacted.

This vacancy is specifically linked to Student Support Funding and is ongoing. If the funding reduces or ceases during the first seven years of employment, employment may cease subject to the provision of at least 12 weeks’ notice.