Address Job Description
Location: Melbourne | Western Metropolitan
Job type: Full time / From 26/02/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Administration/Secretarial
Reference: 1399100
Selection Criteria
SC1 Capacity to undertake routine support tasks across a range of functions within a school environment.
SC2 Demonstrated ability to communicate effectively with members of the school community including students, staff and families.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment relevant to the position.
SC4 Capacity to work cooperatively witha range of people including teachers, education support staff, students and parents and the ability to maintain high level of confidentiality at all times.
SC5 A commitment to professional learning and growth.
Role
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.
Responsibilities
The Sub School Assistant will undertake administrative and keyboard duties in support of the Sub School administration this will include:
Use Microsoft Office including word and excel to produce for the Sub School, letters, spreadsheets and reports as required by the Sub School in accordance with the school’s templates and guidelines
The Sub School Assistant will maintain a diary to ensure there is an awareness of all events and meetings the pertain to the Sub School
Manage and maintain the Sub School noticeboard
Extract non-complex data and print standard reports from CASES21 and other software packages as required
Update student change of details as required
Prepare and type agendas and minutes for Sub School meetings
Customise and print the Mapping Tool for Case Management meetings and provide data entry and follow up with requests for correspondence to families
Provide coordinators with absence, lateness reports daily
Accurately record and update student absence details using Compass
Maintain a student lateness and detention database and liaise with the coordinators to provide students with detention notices in a timely manner
Provide Coordinators with timely and accurate reports for detentions a minimum of 1 week prior to the scheduled 2 hour detentions
Provide administrative support to the coordinator to complete documentation as directed this may include, enrolment, exits, excursion forms
Arrange and manage the delivery of student notices for the Sub School
Maintain Student files located in the Sub School office
Liaise with the Office Manager to ensure that all student information is correct and up to date
Maintain a high level of confidentiality at all times
Reception duties will include
Greeting students and visitors on entry to the Sub School
Provide support to students who present at the Sub School
Answering the phone and directing inquiries to the relevant Coordinator
Contacting parents as required by the Coordinators
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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).
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 726 801 or email on: brett.west@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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values
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
Other Information
Applications must include:
1. A cover sheet providing contact information including email and phone number (address optional).
2. A CV with a summary of experience and qualifications.
3. Specific Key Selection Criteria response.
4. The names, email addresses and contact details for three referees.
For ease of handling by the school, all documents (cover letter, CV and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date.
Applicants seeking further information about the College or this position, are encouraged to contact the General Office on 03 9366 2555, prior to the closing date of applications.
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
College Profile
St Albans Secondary College’s vision, values and guiding principles combine to create a safe, supportive and structured environment where every student is guided and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.
We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools. St Albans Secondary College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families and students.
Our commitment to foster the academic and personal development of each student, to provide a high-quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.
The SEAL (Select Entry Accelerated Learning) program is offered to challenge and motivate gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs including the Kwong Lee Dow Scholars’ program, and they consistently gain entry into top level tertiary courses.
A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.
Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.
Creating a strong community is an important part of the College's strength. We actively seek the contributions and participation of families, as well as business and university partners, and our vibrant and growing Alumni program to create the best possible surroundings for our students to learn and grow. Our students benefit from a range of high-quality opportunities to engage with business and community partners through mentoring and leadership programs, and the Alumni program. Our staff are deeply committed to fostering the learning and wellbeing of each student. Parent satisfaction with the school is well above the state average, and reflects the confidence parents and families have in the work we do together.
Throughout 2021, we maintained a sustained focus on guaranteeing precise, highly effective teaching practice in every classroom, including in the online context. Online learning in 2020 provided a springboard for rethinking how we design and deliver curriculum and assessment. As a result, in 2021, we refocused curriculum planners around KUDs (Know, Understand, Do) linked to the standards, and worked with staff to create a clearer narrative and awareness of through lines from standards to assessment. This, in turn, led to a change in how we document curriculum and make it available to students and parents. In Term 4, staff were introduced to the further concept of differentiating their KUDs as part of curriculum and assessment planning, and this will be ongoing throughout 2022.
Differentiation, using the Carol Tomlinson model, continued as a major strategic focus for us. The development of a model, based on Tomlinson's work, to illustrate the 'what' and 'how' of differentiation has promoted greater clarity for staff, and a framework for guiding the direction of future work. Whilst COVID disrupted the planned direction and mode of professional learning, a great deal was still achieved, and this has provided an excellent basis for the work on differentiation in 2022. In particular, the use of 'master data sheets' to centralise and visualise the learning data for each student in Years 7 to 10, and to support staff in the use of this data to differentiate their curriculum, teaching and assessment gained traction. Professional learning on the whole school Literacy strategy was delivered; however, there was a need to pace this work due to the demands that online learning placed on staff. The whole school Numeracy strategy remained in development, and will be introduced to staff in 2022.
Another key priority in 2021 was to deepen the work on resilient mindsets with our school community, especially in terms of developing a framework and language for resilience. There was a recognition of the need to be more explicit in terms of the link between learning and wellbeing, particularly in the context of differentiation. There is evidence of the traction of this work in language used by students and staff, in frameworks and policy documents, and in the systems implemented to keep our community connected during online learning. The experience of our girls in their education was investigated by a working party and recommendations for action developed. This remains a challenge for us, and will continue as an important project in 2022.
Our student learning data, as summarised in the Performance Summary, once again showed that the College is performing above like schools in all areas, and above the State in most areas. These are excellent results given the disruptions to face to face learning due to Covid 19. Our model of online learning, where staff followed the timetable and had contact with students every lesson, either for explicit teaching or application time, provided the support our students needed to be successful.
In 2021, we achieved a mean VCE study score of 30.6, with 8.2% of study scores over 40. This compares well with the state average of 28.9, and 4% above 40. 97% of students satisfactorily completed the VCE. The percentage of students who achieved an ATAR above 80 was 33.8%, and the College’s average ATAR was 71.4, compared to the Stave average of 69.26. These excellent results were obtained through the hard work of the teaching staff, and the engagement and motivation of the students.
St Albans Secondary College is an accredited provider of education for international students. Our reputation for academic excellence has attracted 35 students from overseas who are currently completing their secondary education with us. Our local and international parent communities are integral to the success of this program, and to the support provided to the students.
The school has committed to a sustained program of facilities upgrading in order to improve the learning and work environment for students and staff, and this is evident from the front gate to the sports oval.
We have built a strong, positive school culture where effort and achievement are valued and recognised. The friendly, supportive, caring atmosphere of our school is very often commented on by visitors. Students are able to articulate the high expectations that the staff and parents hold for them and they appreciate this.
St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.
