Address
Form of workAt Staughton College our aim is to foster a culture where students develop academically, socially and personally to become the best versions of themselves. We strive to have every student show more than a year’s learning growth every year. We believe that this is achievable with the right support, and effort, across our whole school community.
It is an expectation that teachers at Staughton College develop strong relationships and trust to collaboratively improve student learning growth. Our teachers are enthusiastic, passionate and relentless in using our pedagogical model to do this.
At Staughton College we work hard to ensure that students are dynamic members of our community. Student empowerment is encouraged across the school, both within the classroom and in extracurricular and leadership activities. Students are expected to be active learners who know, and use, high impact strategies to improve their learning. Through our Staughton Student Matrix we explicitly teach, and deliberately reward, key positive behaviours that improve student learning, effort and respect.
SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated 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 in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
Hours of Work: 8:00 - 4:06pm - subject to change
Attendence requirement up to 6 days during school vacations.
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.
Performs 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 laboratories would be typical examples.
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 role requires a motivated individual willing to undertake the full range of administrative tasks associated with the day-to-day operation of a secondary school.
The successful applicant will need to be multi-skilled, have a capacity to be flexible, and be able to multi-task in a busy environment.
Responsibilities
The role requires a motived individual willing to understand the full range of administrative tasks with day-to-day operations of a secondary school. The successful applicant will need to be multi-skilled in a busy environment and be confident to learn, manipulate and manage school based systems. The typical duties include:
- Assist in the delivery of administrative services within the school in relations to student management, record keeping and timetabling
- In consultation with the Assistant Principal & School System Administrator, determine and manage work priorities within the school including assessment and reporting deadlines and timetabling and allotments
- Assist in the development and implementation of strategies to ensure effective administration procedures in relation to timetabling and reporting
- Maintain timetabling and reporting databases
- Liaise with school staff in regard to support requirements. This includes working with key leaders of XUNO, reports and timetabling
- Process, co-ordinate and distribute student reports and timetables aligning this to other school priorities.
- Support the maintenance and ongoing roll out of student management system XUNO
- Assist the Daily Organiser with admin duties
- Other duties as directed
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 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 must hold a current 'Working with Children' card.
Applicants should adhere to standard procedures for the submission of written applications. Applicants may prepare their applications in any form desired, but the following recommendations are provided to assist all candidates:
1. Responses to criteria MUST be no longer than 10 pages using a font no smaller than size 12.
2. Applications should include a CV containing at least your address and contact numbers (business and private), classification, current position, evidence of qualifications and VIT number
3. Applications should address all five of the Key Selection Criteria.
4. Applicants may nominate up to three (3) referees. Nominated referees should be individuals who can make relevant comments regarding the applicant in relation to the Key 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
