Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2022 - 20/12/2022
Organisation: Schools (Government)
Salary: Salary not specified
SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and 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.
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.
The position may require attendance during school vacation periods. You will be paid a leave purchase allowance for that attendance.
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
Ashwood High School is a co-educational secondary school which aims to provide an outstanding all-round educational experience, encouraging, inspiring and cultivating students to be positive contributors to our world.
Having served as an integral part of the community of Ashwood since 1958, Ashwood High School interweaves strong traditions centred on the value of respect with a modern understanding of education. Our newly built $23 million state-of-the-art facilities are situated on a 17 hectare site with spacious, unparalleled grounds.
At Ashwood High School we develop critically aware, reflective, resilient, confident and independent learners for life. We are proud of our strong sense of community and provide a welcoming, safe, secure and orderly learning environment.
Our school is committed to realising student wellbeing, engagement and achievement through focused effort on four priorities for continuous school improvement:
At Ashwood High School we cultivate critically aware, reflective, resilient, confident and independent learners for life. We create a community which provides a safe, secure, welcoming and orderly learning environment.
We believe deep learning is facilitated by outstanding teaching. This occurs when all learners are actively engaged in a variety of differentiated and challenging learning tasks that are academically rigorous. This is reflected in our students’ outstanding achievements:
We value the whole person, and are committed to creating positive, adaptable and socially aware citizens of the world. We encourage our students to develop responsibility for their own learning, progress and behaviour. We foster collaboration and cooperation with shared expectations of success.
Ashwood High School is committed to providing innovative teaching and learning strategies. We are dedicated to establishing supportive and authentic relationships to ensure our students enjoy learning and achieve their full potential.
Vision: The School motto is ‘Vision Inspired Action’. In order to realise this motto, Ashwood High School has developed an agreed “Mission Statement”; our aim is to ensure:
Ashwood High School is a school of high trust with outstanding academic and social outcomes for students; a learning community of staff, students, parents and partners who come together to realise a proud school culture of empowerment and excellence based on mutual respect.
Due to enormous enrolment growth, in 2021 the School will change its structure to two mini-schools.
Middle School Structure
The Middle School at Ashwood High School is made up of approximately 400 Year 7, 8 and 9 students.
In developing and enhancing students’ strong sense of connectedness to school we have established a safe, orderly and supportive environment for all learners. Within the Middle School we have created four houses to provide students with a sense of house identity within the greater school community as a whole.
Middle School is structured to enhance student learning and well-being through the creation of small teams of teachers and education support staff who work closely within each House. There are four Houses at Ashwood High School. Each House has a non-Aboriginal and Aboriginal name and Aboriginal motif:
Each student is assigned to a particular House for the duration of the high school education. A House Leader oversees the learning and wellbeing of the students within that house.
The Middle School is focused on creating a safe and orderly learning environment; Middle School is focused on the holistic development of each student, developing well-adjusted and balanced individuals across all capabilities, laying strong foundations for the future.
In the Middle School there is a core team of teachers and education support staff who work with House Coordinators and other class teachers to create small professional learning communities within the Middle School. This structure is designed to provide students with an enhanced sense of belonging by allowing them to get to know, and identify with, a particular group of students and teachers within the school.
Enrichment and enhancement programs such as Peer Support (Year 8 students mentoring Year 7 students) assist in developing a strong sense of community within the Middle School.
The Middle School is managed by an executive team comprising the Director of Middle School (Student Engagement, Engagement, Wellbeing and Transitions Leader), a Director of Learning (Middle School Student Outcomes Leader) and four House Coordinators. The four House Coordinators along with members of the Middle School Executive, support the wellbeing and learning needs of all students.
Each House in the Middle School comprises four smaller Tutor Groups. Tutor Groups are house based and are comprised of Year 7, 8 and 9 students. The vertical program within Middle School House Tutor Groups is an integral part of enhancing our proud school culture of empowerment and excellence based on mutual respect. Tutor Groups meet once a week for a pastoral care and study skills program. The Tutor Group program celebrates the school’s core values of choir, enhancing a community of learners based on diversity, inclusivity and respect.
Senior School Structure
The Senior School at Ashwood High School which comprises Years 10, 11 and 12 students. It is managed by an executive team which consists of two Directors: Director of Senior School (Student Engagement, Wellbeing and Pathways Leader), Director of Learning (Senior School Student Outcomes Leader) and 3 Year Level Coordinators. The Senior School Executive is supported by a VCE VCAL Curriculum Services Coordinator who ensures that the school’s processes are aligned with the Victorian Curriculum & Assessment Authority (VCAA) policies, requirements and guidelines including VASS coordination (2021 - 2022), a Careers Advisor, the Manager of International Students and Senior School Executive Officer (VASS Coordinator 2023+).
For Year 10 students, the first port of call is the Year 10 Form Teacher followed by the Year 10 Level Coordinator. The first port of contact for Year 11 and 12 students are the Year Level Coordinators.
The Year Level Coordinators work closely with the students and their subject teachers to look after the learning and wellbeing of the students under their care.
The Year Level Coordinators are managed by the Director of Senior School - Student Engagement, Wellbeing and Pathways Leader. The Director of the Senior School is responsible for managing the engagement, wellbeing and academic achievement of all students in the Senior School. The Director of Senior School and other Directors in the Senior School report to the Senior School Assistant Principal.
At the Year 10 level, Form Teachers provide additional support to Year Level Coordinators and Directors in delivering programs aimed at developing the dispositions and capabilities that will equip students for success completion of high school and positive futures beyond school.
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