Ed Support Level 1-Range 3 - Rugby Coach (part time)

At Hampton Park Secondary College (HPSC) our vision of learning excellence is underpinned by the HPSC values of Respect, Learning, and Working Together.  Our values inform our daily interactions and decisions, these values are embedded in our whole school practice and they are supported by the high expectations that embody our School-wide Positive Behaviour Support Program.

Since 2020, we have transformed our approach to learning by enabling students to be more empowered to take control of their learning.  We are committed to embedding an education model that is more student¿centred and focused on personalised learning pathways.  We have redesigned our learning programme to enable students to excel through this research-based future-focused model, ensuring all of our students benefit from deepened learning and improved educational outcomes.  In line with this approach is our recognition that all students are unique, and that each student brings their own distinct and individual passions, interests, skills, and knowledge into our learning ecosystem.

Our world is rapidly changing and so must our approach to learning.  Sir Ken Robinson reminds us that Schools Kill Creativity.  Professor Yong Zhao suggests that education requires a `Paradigm shift¿.  In 2019, HPSC joined Future Schools and commenced redesigning our curriculum and our approach to learning to enhance student engagement and learning outcomes.  Learning is categorised into three stages or `programmes¿:  Explore, Enhance, and Excel.  These programmes recognise the unique needs of each student as they engage in their secondary education and allow learning to be transformative, dynamic, and focussed upon growth.  Our programmes allow students to `move through¿ their secondary schooling experience in a way that better reflects their passions and abilities rather than their nominal `year level¿.  Hence, whilst many students merely survive their time at high school, students at HPSC instead thrive in an exceptional learning environment where they are empowered and supported to create an educational pathway that is as individual and unique as they are.

At HPSC, we strive to create a culture of learning that enables learning to be done with students, rather than to students.  Our innovative, tailor made approach to learning assists students so that no student is held back, and no student is left behind.  Learning is an organic process.  By creating optimal conditions for learning, students thrive.

HPSC is a large, culturally diverse learning community situated in the City of Casey growth corridor.  The current student enrolment stands at 1144 students with approximately 52 nationalities represented and 67 languages other than English spoken.  Sixty percent of students speak a language other than English at home, 27% of students are enrolled in English as an Additional Language (EAL) and 66% of students receive additional equity funding.  There are 5 Principal Class, 116 Teacher Class and 70 Educational Support Staff.

We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning.  If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.  To find out more about our College, we invite you to peruse our website (Hampton Park Secondary College (hpsc.vic.edu.au)) to access our 2022 Subject Handbook located under the Curriculum Tab.

SC1     Demonstrated ability to co-lead planning process of a co-curricular rugby program.

SC2     Excellent interpersonal skills and communication skills with a proven ability to work effectively with a diverse group of students and key stakeholders.

SC3     A commitment to professional learning and growth.

SC4     Evidence of development and mentoring of students, coaches and self.

Annual Leave

A full-time employee is entitled to 152 hours (20 days) annual leave in respect of each twelve months of service and accrues progressively during a year of service according to the employee's ordinary hours of work.  Part-time employees receive annual leave entitlements on a pro rata basis calculated according to the time fraction worked.

Additional paid leave - education support class

A full-time education support class employee is entitled to 228 hours (30 days) additional paid leave in respect of each calendar year.  Part-time employees receive additional paid leave entitlements on a pro rata basis calculated according to the time fraction worked.

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.

Purpose of job and primary objectives

·            Working to develop rugby at Hampton Park Secondary College for all ages, genders and abilities

·            Designing and delivering high quality coaching sessions to a variety of teams

·            To support and train the other coaches of rugby by delivering and sharing training sessions and coaching tips

·            Liaise on a weekly basis with the Sports Academy Leader to forward plan and develop learning goals for students

·            Provide feedback to students

·            Provide challenging content in a safe learning environment

·            Analysis of performance in fixtures

·            Work with current Rugby Staff to facilitate high quality lessons and trainings

·            Collaborate with Fitness Centre Supervisors to deliver sessions in the gym during lunchtimes

·            Support in preparation for gala days through designing and delivering trainings, team selections and attendance on gala days

Duties

·            Ability to deliver structured, fun and challenging coaching sessions

·            Lead A team sessions and help with lower teams when required

·            Demonstrate an enjoyment of working with children

·            Demonstrate efficiency and a sense of humour, with a proven ability to remain calm and professional at all times

·            Provide evidence of flexibility, adaptability and a willingness to undertake a range of tasks and commitments

·            Demonstrate energy, enthusiasm and positive attitude

·            Display an ability to use initiative and take responsibility

·            Behave and act as a member of staff when working with children and maintain an appropriate distance

·            Demonstrate good communication and listening skills and be able to build relationships with pupils and staff

·            Be flexible and adaptable

·            Ensure that an up to date knowledge of Health and Safety legislation as applicable to the role is maintained and that the College¿s Health and Safety policies and procedures are fully implemented and adhered to as applicable

·            Liaise with Sports Coordinator and Sports Academy Leader in regards to events and scheduling

·            Other duties as required by the Principal and / or their delegate

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 *******@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

• 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