AddressMansfield Secondary College, is a small, rural Victorian school, close to Mt Buller and the snow fields, which offers a wide range of education and training programs to support our students as they transition into adulthood.
Mansfield community is characterised by people with a constructive and supportive attitude. Tourism and our pristine environment drive our economy, leading to a vibrant community with a strong arts, environment and cultural focus. Mansfield is one of the fastest growing shires in the country.
COLLEGE VISION: A dynamic learning environment where the whole community takes responsibility in preparing for the future.
COLLEGE VALUES: The College is committed to a Positive Behaviours program, which aims to encourage student performance and lift engagement by explicitly teaching desired behaviours and using all opportunities to reward student efforts and performance. The program underpins an evolution of a school culture which is based on mutual respect.
CURRICULUM: The College is responsive to the Victorian Curriculum 7-10. Year 7 and 8 students study a common curriculum, both supporting key skill development and enabling exploration of a range of discipline areas. To aid transition, experienced staff work with students to develop student’s knowledge and skills and to help build social capabilities in a new environment. Year 7 and 8 is about consolidation.
Year 9 and 10 students access core units across Science, English, Mathematics and Humanities. A breadth of subject electives, beyond the core units, enables students to engage with a range of different learning and leadership opportunities, working to extend and develop in their areas of passion. Middle school is about exploration.
Senior students from Years 10 to 12 can elect alternative pathways by selecting from a broad range of Victorian Certificate of Education (VCE) units, or undertake the Victorian Certificate of Applied Learning (VCAL). The College is recognised for successfully linking these studies to Vocational Education and Training (VET) and Australian School Based Apprenticeship programs. Senior school is about narrowing and focusing effort, with excellence and progression a constant focus.
COLLEGE TEACHERS AND STAFF: The relatively small size of the College enables staff to extend additional support to individual students and to create an enriched learning environment. Counselling and support is provided for students from a range of professionals including Year Level Co-ordinators, social workers, psychologists and a school nurse.
STRATEGIC PLAN: The College Strategic Plan aims to improve student learning and engagement, teacher education and facilities. The Strategic Plan is available at the College website.
FACILITIES: In February 2022 the College opened a new STEAM building and a community sports precinct providing high quality sporting facilities for our students as well as a service to the Mansfield Community. Other recently built facilities include Language, Hospitality and Music Centres. The indigenous Bagungga Garden was created by our 2019 School for Student Leadership’s students and provides an outdoor classroom setting. Students with a disability are supported with a purpose-built low-sensory space to enable students to re-charge and re-engage.
Communication:
- Demonstrated high level written and verbal communication skills, including a capacity to develop constructive relationships with students, parents and other staff
Management of self and others:
- Demonstrated capacity to manage self, within a context of a busy and multi-faceted environment
- Demonstrated capacity to develop and lead teams, in order to achieve desired outcomes
- Demonstrated capacity to contribute to and lead whole school improvement initiatives and manage major projects
Professional Learning:
- Demonstrated commitment to ongoing professional learning for self and others, to enable further development of skills, expertise and capacity
Traditional ‘Library’ skills
- Demonstrated high level experience with libraries and library management systems; in particular the Access IT Library Management system
- Demonstrated knowledge of and ability to manage a range of traditional and “new” reading and research texts
Traditional ‘Information and Communication Technology’ skills
- Demonstrated high level experience with digital facilities; in particular with the interface between digital and traditional forms of information storage and retrieval (eg. Click View).
- Knowledge of computer network administration protocols; for example, wireless protocols, device connectivity protocols, and structure of internet proxy service
- Knowledge of software applications to support student learning outcomes
- Lead and manage the Information Resource Centre team
- Manage Information Resource Centre resources, equipment and budget
- Manage the provision and maintenance of ICT equipment, across the school
- Manage the provision and maintenance of software for example, `Access IT¿ and `Clickview¿
- Produce basic curriculum support resources
- Enable student access to Information Resource Centre during lunchtime and recess
- Plan and conduct Information Resource Centre research skills tutorials for small groups of students
- Advise teaching staff on relevant resources to support the teaching of the curriculum
- Supervise students within the Resource Centre
- Organise an annual stocktake of resources
- Process and maintain print and electronic resources; including circulation, acquisitions, reference and audiovisual
- Maintain an orderly Resource Centre, including producing and displaying relevant materials
- Promote the Information Resource Centre, through displays and publications to students and staff
- Maintain the Information Resource Centre as an active and vibrant learning area of the College
- Participate in planning and preparation with teachers on a regular basis
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.
- Lead and manage the provision of information services and resources to staff and students of the College (both print and electronic resources and services), in order to achieve desired curriculum outcomes
- Strategically plan for the future needs of the school (with respect to both print and electronic resources)
- Implement long term plans to improve service delivery in the college
- Liaise and negotiate with service providers in respect to the cost and quality of services
- Supervise the delivery of contracted services
- Manage the development and collection of resource material at the school
- Manage the school website and the school portal software (Compass)
- The day-to-day management of the Information Resource Centre
- Develop and conduct training programs for computer systems users.
- Develop techniques and procedures that will affect work practices beyond the workplace
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department of Education and Training 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.
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
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 selection criteria and position details.
- the names and contact details of up to three referees who can provide information regarding the applicant in relation to the selection criteria
- 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
