Admin Curriculum Support Person

Lalor Secondary College is a co-education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway ¿ be it tertiary study, trade or workforce.  Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21st century.

Due to the high demand in our local community, in 2016, the school will continue to have a ceiling at Year 7 for 170 to 180 students. The school¿s student population ranges from 1000 to 1050 students The school¿s core values of Pride, Achievement, Caring, Cooperation and Honesty are embedded in our wellbeing and teaching practices, as well as our Student Code of Behaviour. High expectations and well developed policy and practices ensure a calm teaching environment that allows the focus of the classroom to be centred around the teaching and learning.  The high expectations are driven by a student culture where students motivate and inspire each other to achieve excellence in the academic field, applied learning field or through the extra-curricular program.

The extra-curricular program is supported by both student and staff led clubs. Some of these include the Science and Maths clubs, Macedonian Folk Dancing Club, Art Club, Anime Club, Walking Club, Mindfullness Club, Breakfast Club, Horticulture Club, Sports Program, House Program, Music Program, Year 12 Mentor Program and Chess Club.  This also includes a unique partnership with ABCN that provides numerous leadership opportunities to our students that supports the student leadership structures of the College.  The school has an established and dedicated Wellbeing Team that delivers a coordinated approach to the Student Wellbeing Programs that have been embedded into the school curriculum and culture.  Some of these programs include `Yoga Thursdays¿, Peer Support, After School Homework Club, Animal Assisted Therapy and the Pre-Orientation Program. The College also offers distinctive educational programs such as the Years 7 to 10 differentiated Maths program, Years 7 to 9 Literacy Support Program, High Potential Learning Program, Years 7 to 12 language program offering Macedonian, Greek, Italian and French and an extensive elective program in Years 9 and 10.

Our school community acknowledges the ability and the right of all students to learn and to experience success in the classroom. The College delivers a rigorous and comprehensive educational program built around the Victorian Curriculum in Years 7 to 10, where a challenging and diverse curriculum caters for a variety of learning styles.  The varying talents of students at years 7 to 10 are recognised and celebrated and excellence and effort are rewarded throughout the College at regular intervals throughout the year.  The program offered at Years 11 and 12 provides opportunities for students to excel in VCE, VCAL and VET, which is long established through results that are above state average.  The school has a strong pathways program that ensures a high retention from Year 7 to Year 12 and assures all students in Years 9 to 12 receive counselling in choices of study and focuses on providing an individual pathway for every child.

Our most recent building upgrades include a new Science Centre which promotes an open learning environment with the focus on independent and inquiry learning for our junior students, a new senior study centre for Year 12 students and a new administration area offering a formal environment for our administration services to function.

Information about the school, its ethos, programs and the Strategic Plan and Annual Implementation Plan can be obtained at our website ¿ www.lalorsc.vic.edu.au

SC1  Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.

SC2  Demonstrated capacity to work and collaborate with others in a team environment.

SC3  Demonstrated capacity to communicate effectively in a team environment, including 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 and other school staff in respect to the work area.

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

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
• 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 would be typical examples.

An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.

·          Assist in the management of the student attendance system, providing information to Student Managers and Principal Class as required (including late passes, early leaver¿s passes, in/excursion attendance, VET attendance, daily attendance)

·          Assist in the management of the SMS Parent alerts with regards student attendance and special notification as directed by the Principal Class

·          Input Suspension and Expulsion data ¿ ensure the data is accurate

·          Process and prepare Suspension and Expulsion forms in a timely manner, as requested by Student Managers and Principal Class

·          Prepare and maintain student records as required

·          Respond to incoming calls at reception

·          Customer service to parents, students, and staff

·          Under the direction of the Senior School team assist with the implementation of the VSV & VSL (coordinating all enrolments, SACs and other paperwork)

·          Sub Schools Administration Assistant

·          Assist with the review and creation of the Lalor Secondary College year level handbooks

·          Assist the Careers team with the management of the Work Experience program

·          Maintain effective document management processes

·          Data Entry and collection for VASS including subject selection, student enrolments, indicative grades and results

·          Support the Year 6 to 7 Transition Team in Year 7 Information and enrolment process ¿ all relevant documentation to relevant stakeholders, including parents and primary schools, scholarship application process, school start bonus process

·          Undertake clerical and keyboard duties in support of the school administration function.  (Individual student and parent correspondence)

·          Perform office administration duties as required including the use of Cases 21

·          Commit to ongoing professional development in my area of work

·          Other duties as required by the Principal Class

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 (the department) 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@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

Advice to Applicants

Written Applications

Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:

·         A specific response to all of the Key Selection Criteria and position details.  It is suggested that applicants limit their response to no more than 1 page (size 11) per criterion.

·         A cover letter providing contact information including email and phone numbers as well as the phone number of the work address at which the applicant can be contacted.

·         A CV with a summary of experience and qualifications.

·         The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.

Please note: The selection panel may contact referees other than those listed.

The Selection Process will involve at least the following steps:

1.       Receipt of application by closing date

2.       Shortlisting of applications

3.       Interview process (applicants may be invited back for a second interview)

4.       Referee checks (these may occur prior and/or after the interviews)

Note: The panel reserves the right to contact others outside of the list of referees provided by the applicant.  On making a decision to appoint, a job offer will be made to the successful applicant.

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.