Re-Engagement Officer

Broadford Secondary College¿s vision is to give every person, every opportunity, every day.

Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence.

Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.

Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin. In 2024 the school's enrolment is 788 students which is divided into two sub-schools: Junior and Senior.

The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff.  The action plan aims to establish consistency of teachers¿ understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.

 Our school motto `aspire, strive, achieve'

Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VCAL, VETis, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport.

The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool. 

Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability.

The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.

The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting that is supported by BSC which enrols students in the VET courses and offers literacy and numeracy units of learning.

The College Student Family Occupation and Education (SFOE) index is: 0.4843, the staffing profile is made up of 1 Principal, 3 Assistant Principals, 6 Leading Teachers, 3 Learning Specialists, 53 teachers (45 EFT), 23 Educational Support Staff (19.08EFT), a Business Manager and two maintenance persons.

• Demonstrated experience in coordinating and implementing support for children, including management of challenging behaviours, self-regulation, restorative processes, trauma, and mental health.
• Demonstrated capacity to implement evidence-based intervention strategies, applying sound theoretical knowledge and practical expertise.
• Highly developed communication, networking, and interpersonal skills, including the ability to work effectively as part of a multidisciplinary team within and educational setting, and to work holistically to support staff, students and their families.
• Demonstrated ability to contribute to the development, implementation and evaluation of policies and strategies relating to child safety, mental health, and wellbeing.
• Demonstrated commitment to professional learning and growth for both self and others and contributing to the school's culture of inclusion

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.

The member of staff appointed to this role would be expected to perform the following duties and responsibilities:

• Select students for a term-long intensive program capped at 20 ongoing students through consultation with the principal class, YLCs, wellbeing team, and attendance officers.
• Work with the Wellbeing Team Coordinator to lead the process of determining individuals who will respond, particularly students experiencing early signs of disengagement.
• Work alongside the RESET teachers to improve the re-engagement of students in their personal wellbeing and attendance of school.
• Supporting Assistant Principal (Positive Climate for Learning) in ensuring the smooth transition from and back to mainstream classrooms.
• Plan and create individualised timetables for RESET students in conjunction with AP: Operations.
• Record any referrals and meet regularly with the SSL/AP to discuss who is enrolled at RESET/Wellbeing Team.
• Ensure each RESET student receives a Re-Engagement plan pinned to their COMPASS profile.
• Coordinate the day-to-day wellbeing needs of students at RESET and be responsible for working with the Assistant Principal (Positive Climate for Learning) and Wellbeing Coordinator to follow up on behaviours beyond the management of RESET teachers.
• Encouraging and facilitating involvement in relevant at-risk/support programs for students with support from the school nurse and wellbeing team.
• To have responsibility for the wellbeing and educational progress of all RESET students, including support for all at-risk students by developing and implementing Ready to Learn Plans, Absence Learning Plans, and other plans when returning to mainstream classes.
• Undertake ongoing professional learning and share new learning with the college's staff leadership team and teams.
• Coordinating and minuting SSGs for students, which focus on feedback to parents on student progress, effort and behaviour and ensuring that all minutes are uploaded onto COMPASS for the team to view.
• Collaborating and publishing resources and strategies that support students are shared with RESET teachers
• Other duties as negotiated with Principal Class.

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

• 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