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Form of workAlkira Secondary College is designed and built for our growing community. Established in 2009, Alkira is one of the first Public Private Partnership schools under the Partnerships Victoria in Schools model. Our award winning facilities are modern, agile and built for pedagogical purpose. We have grown to approximately 1600 students and have emerged as an active member of the Casey Central network of schools.
The school vision; to secure the entitlements of every student¿ reflects our responsibility to establish a place in our community, providing personalised learning in a happy learning environment while supporting our shared values of respect, integrity, care and excellence.
Our students have access to a wide range of academic, social and leadership programs including Alkira Sports Academy, Alkira Masterclass and an Alkira Creative Arts Program Our school promotes global understandings and participates in the Victorian Young Leaders to China and India Program. We are a Confucius Classroom school in partnership with Melbourne University Confucius Institute.
Alkira encourages partnerships in teaching and learning, working extensively with our local RSL, Vietnam Veterans Association, SEJFL AFL, Elevate education, Edrolo, Education Perfect and Courage to Care to support wider educational programs and experiences for our students.
A SWIS (schools within school) model was implemented to strengthen the notion of personalised learning and understanding and building positive relationships
Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students.. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub school support team continues to plan for student improvement.
Our positive climate for learning encourages student engagement and wellbeing by ensuring inclusion and establishing a team around the learner. Our school is looking to implement Respectful Relationships and SWPBS across the school during the life of our Strategic Plan 2022-2024.
We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students `bring their own device' (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.
Our dynamic curriculum and teaching and learning programs are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.
An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non negotiables.
Our teachers are expected to contribute to wider non curricula programs and support and celebrate our student's achievements. We run a system of providing course work support and extra learning opportunities outside our regular timetable.
Our agreed behaviour management processes support a student's right to a safe and secure learning environment, and a teacher's right to direct and establish such an environment. The program is very successful as it focuses on students¿ work and provides an opportunity for reflection and involves a restorative process.
Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCAL or VCE and supplement their programs with a VET program in their chosen vocational area. The College opened a Hospitality centre in 2017 as part of the Cranbourne Regional Trade Training Centre.
We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programs.
Alkira! a great place to work.
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.
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.
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
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.
¿ Provides routine support for teachers including assisting with planning of student routines
¿ Supports communication between teachers and parents
¿ Communicates with teachers on routine matters related to students and/or other responsibilities
¿ Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
¿ Communicating with student/s to support comprehension of basic tasks and information
¿ Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
¿ Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
¿ Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
¿ Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
¿ Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
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
- 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
