AddressEstablished in 1921, Bacchus Marsh College has a long and proud history with strong community links and partnerships. The College is an integral part of the community and the past record of our students in academic, cultural and sporting fields is noted with pride.
Our purpose is to inspire all members of the Bacchus Marsh College community to be lifelong learners. We are open to all by being inclusive. We have strong teacher efficacy - each and every student can and will learn from us. Our students strive to achieve their best and build resilience for the challenges that the future will bring. Our College values are Respect, Responsibility and Effort.
Being the only state secondary school servicing the town, Bacchus Marsh College provides a comprehensive and inclusive curriculum with a range of pathways to meet the interests and needs of a wide variety of students. Literacy, numeracy and ICT are integrated into the teaching and learning program, and a wide range of VCE and VET studies are offered to our senior students, including VCE VM provision, and access to School Based Apprenticeships.
¿The Avenue¿ is an example of an alternate program that we offer to cater for our students and can include blended learning options to meet individual student needs. We also have a diverse range of extra-curricular activities on offer.
Ecolinc, a state-wide specialist science and mathematics centre, is an important part of the College, providing our students and staff with a range of opportunities to enhance levels of engagement and learning in science and mathematics. We work in conjunction with the local Shire to operate joint use facilities, including a Recreation Centre. We have invested into ICT infrastructure and have developed a genuine 1:1 Netbook program. Following capital works, our College now boasts state-of-the-art facilities including a Science, Technology and Year 9 Learning Community Centre; a Materials Technology facility including a project yard; Food Technology, Hospitality and VCE VM spaces; a dedicated space for our ¿Avenue¿ program; and an extension to Ecolinc. Our Library Resource and Study Centre has been modernised with further plans for refurbishments and the redevelopment of our oval and recreational spaces.
Our College operates in Learning Communities (Year 7 & 8, Year 9, and Years 10-12) to ensure the development of all students, academically and socially. We believe that quality relationships based on inclusiveness and mutual respect between parents, teachers and students are the key to us achieving our purpose. We continue to implement School-wide Positive Behaviours Support and Respectful Relationships and are committed to continuing to utilise this evidence-based framework for positive outcomes.
We have made significant strides forward in recent time, with our achievement and opinion data showing signs of improvement, and our Staff Opinion Survey data is indicating improvement in the key areas, including ¿Learning¿. This suggests that the work that we are doing as a staff in Professional Learning Teams and the like, is having a positive effect on teaching and learning at the College.
The College is within walking distance (approximately 150m) to the Bacchus Marsh Railway Station (Ballarat / Melbourne line). This provides easy access to the school via public transport for teachers from Ballarat or Melbourne.
- Demonstrated experience in assessing, conceptualising and analysing wellbeing issues, and providing evidence-based direct counselling for a range of mental health issues.
- Demonstrated experience in planning and implementing evidence-based intervention strategies for clients with complex needs.
- Demonstrated ability to input into the development, implementation and evaluation of policies and strategies relating to mental health and wellbeing.
- Highly developed communication, networking and interpersonal skills including the ability to liaise effectively with a wide range of people.
- Ability to provide leadership and professional learning that informs and influences the work of others involved in the engagement and wellbeing of children and young people.
- Clear understanding of legislative requirements regarding privacy of health information.
[Attendance requirement for this position]
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.
- Provide professional student support services, e.g. therapist and psychological and counselling services.
- Provide strategic advice on specific support services and their impact on students, school curriculum and services.
- Work effectively as an integral member of the Wellbeing Team.
- Follow all relevant processes and policies including Child Safety Standards and liaise with key agencies to provide support to students.
- Act professionally and ethically, including with the management and storage of private information.
- Support the implementation of wellbeing programs for students.
- Manage the use of and access to school resource and reference material.
- Manage the design and production of school publications and documents.
- Other relevant duties as allocated.
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
