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Cobden Technical School serves the town of Cobden and its surrounding dairy farming district. Cobden is located 200kms south west of Melbourne and 50kms from the Great Ocean Road, one of the world¿s most scenic coastal drives. Cobden Technical School, established in 1969, is the only school in Victoria to have retained the name `technical¿ from an earlier time when there was a separate Technical Schools Division within the Department of Education. The continuation of the name was the wish of the local community with whom the school enjoys a positive and mutually supportive relationship. Very importantly, its foundation and continuous journey as a technical school has enabled it to offer students a diversity of curriculum areas and experiences that are only now being resurrected in other parts of the education system. In this sense, Cobden Technical School is a very contemporary school. Cobden Technical School has also been extremely innovative in resourcing its comprehensive student-centred curriculum through the recruitment and training of teachers directly from the world of commerce and industry. This highly-successful strategy has provided the school with a significant edge in its capacity to provide up-to-date applied learning. The VCE, VET and VCAL curriculum offerings are very broad and the Year 7-10 program fully reflects The Victorian Curriculum. The ICT area is high standard and integral to teaching and learning across the school. Students at CTS are encouraged to grow in a climate of respectful relationships, respecting one¿s self and others and taking responsibility for one¿s actions. The school has developed strong and broadly-accepted student management policies and processes that promote positive school and classroom environments while extending and supporting individual students as required. In keeping with the school¿s motto, Cobden Technical School is strongly `Committed To Students, Committed to Success¿. The school is committed to seek and celebrate successful outcomes for students in the pursuit of high level academic achievement and the development of specific vocational skills. The school offers extra curricula programs including: instrumental music, camps and excursions, clubs and competitions and inter-school sport. The school has a House system as the basis of its pastoral care program and for intra school activities and competitions. The school has an active student leadership program and a sister school in Indonesia. The School Council provides diverse viewpoints and skills to shape the direction of the school. Cobden Technical School is a place where everyone who wants to learn is welcome and encouraged to strive for success, while appreciating that lifelong learning is enjoyable. We strongly believe that the development of emotional and intellectual intelligence, coupled with an environment where learning is enjoyable, are central to the development of our core values. The school is set on a large semi-rural site which it shares with the Hampden Specialist School and has extensive playing fields and court areas. The present school complex consists of the substantial original brick core building with the addition of a range of relocatables and some heritage school buildings brought in from surrounding areas. A new BER Science Centre includes state-of-the-art facilities to support contemporary learning. In 2013 a new home economics facility was completed and the school has a fantastic gymnasium facility which is shared with community groups. Cobden Technical School is the lead-school in the Corangamite Trade Training Cluster. This has further enhanced the substantial vocational opportunities already offered by the school after a $2.5 million dollar investment to upgrade the facilities and equipment for the automotive, building and construction and electro-technology subjects. Secondary students in the region are able to access the VETis subjects for these areas. The school emphasis on high expectations is being strengthened through the implementation of the CTS Common Instructional Model. This model ensures a rigorous, consistent approach to learning in all classrooms, and maximises the time for students to be collaborating on new projects. All students complete high calibre guaranteed and viable curriculum. In 2017 the school developed a highly successful literacy intervention program, tailoring high-impact support for students who are at risk of falling behind in their literacy levels. Staff at Cobden Technical School have established a culture of learning where every student is able to achieve significant growth. Cobden Technical School prides itself on understanding and acknowledging that its greatest strengths/resources are its students, staff and its school community. The strong relationships that exist within the school itself and between the school and the wider community have led to wonderful outcomes for many young people.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.
[Attendance requirement for this position]
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.
- 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 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
