AddressCanterbury Girls¿ Secondary College seeks to provide a quality educational environment, tailored to meet the needs of girls, with a focus on success in a range of academic, creative and sporting endeavours and the development of self-esteem and integrity.
Canterbury Girls¿ Secondary College is a learning community in which members respect each other. Both individual achievement and contribution to group activities are encouraged and valued. The principles of partnership, support and responsibility are used to foster high levels of achievement and satisfaction. Valued college traditions develop a sense of continuity and identity for students and teachers. The College is also committed to promoting leadership skills in a learning environment based on co-operation, self-discipline and concern for others.
Canterbury Girls¿ Secondary College is a Year 7 to 12 college situated in the City of Boroondara approximately 10 kilometres east of Melbourne. The College of around 950 students provides an excellent educational environment for girls featuring a wide breadth of learning opportunities and a broad co-curricular program.
Accommodation constraints at the College have resulted in the establishment of a fixed enrolment zone approved by Eastern Metropolitan Region (EMR) of the Department of Education Training (DET). Enrolment at the College at the beginning of Year 7 can generally only occur from residents within the zone and as such restricts other students who may wish to study at the College.
The student population is characterised by a relatively low proportion of LOTE speakers at home.
The school is structured as two sub-schools in response to the different learning and support needs of girls as they progress through a secondary school. The Middle School comprises Years 7-9. At Year 7 the focus is transition followed by consolidation at Year 8. The Year 9 program is designed to take students out into the community and broaden their knowledge of the Australian society. The structure and operation of the Senior School, Years 10-12, reflects the increased maturity of its students and the preparation for transition to tertiary studies. Year 10 girls are able to access a wide range of VCE Units 1&2 and likewise in Year 11 to access Units 3&4. University enhancement is encouraged for more able students. The recognition of achievements occurs in a number of ways eg Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at Whole School, Sub School and Year Level Assemblies.
Canterbury Girls¿ Secondary College has a strong relationship with the de Bono Institute and is an accredited de Bono school. Work by teachers with the de Bono Institute has been a major focus in terms of professional development and subsequent student engagement with Thinking Tools and strategies. All teachers undergo training in de Bono Thinking Tools and it is an expectation that they will be incorporated into the teaching and learning programs.
A vibrant house system provides many co-curricular opportunities in areas such as sport, the performing arts (dance, drama and music), debating and Chorals. A high participation rate in house activities exists at each year level. The awarding of house stripes is keenly sought after. The house system nurtures the girls¿ pride in their college which reinforces their sense of belonging and being valued for their contribution to their house. All staff are assigned to a house and support students in their house activities.
The College values and encourages student leadership. Positions of responsibility exist from Year 7 to Year 12. Student input and leadership ranges from curriculum discussion to the social wellbeing of peers to sporting and cultural activities. Roles include the Student Leadership Team, House Captains, Form Captains and Student Representative Council members. The College Ambassadors, drawn from Year 9 students, conduct tours of the College at work for prospective parents, their daughters and visitors including those from overseas.
The enthusiasm and dedication of the College Council, Staff, Parents¿ Association, Students¿ Representative Council and The Mangarra Society (former students¿ association) gives our college a real sense of community and shared purpose.
- Applicants must be eligible for membership with the Australian Association of Social Workers
- Demonstrated high level knowledge of relevant policy context, evidence-based approaches, programs and research relating to adolescent health and development.
- A demonstrated capacity to effectively implement and manage intervention strategies in a school context.
- Demonstrated high level organisational, communication and inter-personal skills including the ability to work effectively with young people, parents/carers and teachers as well as professionals in the education and health systems.
- Demonstrated capacity to successfully develop, lead and manage programs that meet the identified needs of vulnerable students and parents/carers.
- A demonstrated capacity to support the professional learning of teachers and a commitment to ongoing professional learning.
Social worker position.
- Respond to school crisis situations as required.
- Respond to wellbeing needs in accordance with the wellbeing processes and policies of the school.
- Manage and respond to referrals, providing generalist support and counselling, crisis management, risk assessment for suicide/self-harm, advocacy and case management.
- Make appropriate referrals for students to external providers based upon their needs.
- Make appropriate referrals for parents/guardians/families to external agencies based upon their needs.
- Identify, source and facilitate relevant programs to support wellbeing needs of students and college.
- Support whole school events and schoolwide awareness days, and groups targeting support and inclusion of specific students.
- Provide in-school support and counselling to young people who are identified as being at risk.
- Provide strategies to enhance and promote skills to improve relationships between family members, educators and young people.
- Assist in the inclusion of all students, including those with additional needs, fostering self-help strategies to encourage independence and self-reliance in the classroom.
- Other duties as required.
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
