Address Job Description
Location: Melbourne | Eastern Metropolitan
Job type: Part time / From 11/03/2024 - 25/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1402321
Selection Criteria
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including co-ordinating 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 Deomstrated 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.
Role
Time Fraction: EFT 0.6 ie 22.8 hours per week.
Hours of Work: 22.8 hours per week. The actual days worked per week and start and finish times will be negotiated. Some weekend, after hours and school holiday work may be required.
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.
Responsibilities
General Responsibilities:
The International Student program at BHSSC currently caters for up to 60 students each year. The College draws students from a range of countries mainly China, Vietnam, and Singapore. Under the supervision of the College Principal, the ISC is responsible for the program within the College in line with the International Student Program Quality Assurance Framework. The Co-ordinator must ensure that the program meets the needs of the students including their academic outcomes, social well-being, and safety.
The Co-Ordinator will be responsible for the day to day running of the ISP and ensuring that the College program meets all the requirements of the International Student Program Quality Assurance Framework. Duties will include but not be limited to the following: -
Ensure that processes designed to meet compliance requirements for program components are developed, documented and accessible. These include student application and enrolment, visas, accommodation and welfare, homestay arrangements, pre-arrival, arrival, program administration, finances, complaints, and dispute resolution.
Be the primary contact between BHSSC, International students and the DET International Student Program and attend IS Co-ordinator meetings as required.
Ensure students have timely and friendly pre-arrival and arrival arrangements.
Provide an orientation program that provides students with information to help them adjust to living and studying in Victoria.
Monitor student progress and report on student academic progress and well-being to parents, both in writing and where appropriate with direct meetings overseas.
Monitor homestay arrangements and review twice per year the accommodation, support, and welfare arrangements of all students in the program.
Give interim consent to medical treatment in emergencies.
Be involved in dispute resolution of issues related to homestay arrangements &/or social behavioural problems at the College.
Attend marketing trips as required.
Ensure all students in the program have ESL support.
Engage with students in the classroom as required.
Prepare documentation for all ISP compliance audits.
Other duties as directed by the Principal.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Other Information
ADDITIONAL INFORMATION required:
VIT registration number
DET Employee ID number (if a DET employee)
The names of three (3) professional referees including mobile phone numbers and email addresses
Conditions of Employment
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
Location Profile
Box Hill Senior Secondary College (Years 9-12) is a co-educational Senior Secondary College located in Mont Albert North. The school has a long established reputation of providing a rich and diverse educational program to students across the Inner East of Melbourne. The school offers VCE, VCAL, VETis and School based apprenticeships programs to support and provides a framework for students to follow their chosen pathway. Currently the College is going through a significant period of change and is looking to build upon its teaching and learning program, to better suit the needs of students.
Box Hill Senior Secondary College seeks to provide a high quality education to all students through the guiding principles of equity for all, personalised and inclusive learning, authentic and real work that matters to students and creative and collaborative design as positive and successful community members.
We recognise that all teachers will work to address inequity so that all of our students reach their full potential. Teachers recognise the value of having students from diverse and different backgrounds who work together and are provided with a range of approaches to accommodate the academic needs of our students. In doing so, we are aspirational and future thinking.
We expect that all teachers practice a learner-centred and inclusive approach that supports and challenges each student. Students pursue their passions through inquiry learning projects and pathways courses and programs where they grow their individual knowledge and skill. We recognise that identity development and personal growth are important areas of need within our school community. We focus on developing relationships of trust, care for others and mutual respect among students and adults through collaborative program design elements such as student collaborative work (student agency), leadership development (student voice), positive mindset and Advocacy.
We develop student centred learning projects and activities that integrate multiple types of learning opportunities, using inquiry across disciplines where possible. This leads to the creation of meaningful and challenging learning opportunities for every student. Students are engaged in the work that matters to them, to their teachers and to the world outside of school. Students connect their learning to the world through fieldwork, community service, applied learning, specialist vocational programs and consultation with community experts. Our school is a collaborative workspace, supported by relevant technology, curriculum and learning opportunities where critical thinking and student learning artefacts are created and displayed.
Box Hill Senior Secondary College teachers work collaboratively and creatively to design relevant curriculum, engage in on-going professional development, while seeking student experience and voice in the development of these areas. With students as valued design partners, staff function as reflective practitioners, creating an equitable teaching and learning culture where high quality curriculum and authentic assessment occur. We all share in the learning journey!
