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Form of workTerang College is a Foundation-12 school situated in the rural town of Terang, we are 220km West of Melbourne and 45km East of Warrnambool. The school consists of three sub schools: early years (Foundation to 4), middle years (years 5 to 8) and senior school (years 9 to 12). Currently, the College has around 50 staff members, comprising of Principal class (Principal and two Assistant Principals), one Learning Specialist (curriculum development), two Leading Teachers, Business Manager, Teachers, Education support, and Wellbeing staff.
Terang College has an enrolment of 260 (2023). The has a long tradition of academic excellence and a very broad co-curricular program fostering the development of the whole person.
In July 2023, Terang College successfully amalgamated our P-4 and 5-12 campuses to create a unique learning hub with the local kindergarten and the P-4 Campus of the Hampden Specialist School also located at the Strong Street campus site. The College has had several facility upgrades including a comprehensive Science/Technology Building, Primary Centre, and a Learning/Library Hub, as well as a Trade Training Centre.
The motto of Terang College, `Together We Grow¿ identifies aims of growing through a co-operative and sharing approach to developing each child. Terang College fosters and encourages:
· students to reach their maximum potential in all areas of endeavour.
· the development of positive interpersonal relationships between students, teachers, parents, and wider community
· effective communication to provide a safe and secure environment with appropriate challenges and experiences to enable all children to reach their maximum potential.
· the development of skills, characteristics and positive attitudes which will enable students to become valuable citizens in our community and society.
The College promotes personal development and self-esteem of each student, and the development of courteous, articulate, and thoughtful attitudes is encouraged. The values of Respect, Responsibility and Pride are taught, modelled, and nurtured. The College pedagogy and programs aim to foster tolerance and respect of others as well as respect for the local and global environment but most importantly a respect for themselves in their learning and growth.
College Council promotes an expectation for parents to uphold the goals of the College and encourages their involvement in the education development of their children. Opportunities are made available for parents to participate in curriculum and College policy development through such groups as the Parents Association as well as sporting days and excursions.
The College has invested in the Professional Learning Communities¿ approach to work in collaborative teams to transform the way we work to improve student outcomes. The College has a major emphasis on academic rigor and high expectations but overriding all others is the wellbeing of the students, staff and parents and ensures they become confident, contributing members of their communities. The College¿s comprehensive, challenging academic curriculum encourages a strong work ethic. The students are polite and hardworking which has translated to either good VCE results that maximise students¿ tertiary education options or numerous career opportunities for students and respect within the Terang and District community.
SC1 Demonstrate ability to provide individual counselling and Support of staff and school aged students and assist in case management.
SC1 Demonstrate ability to provide individual counselling and Support of staff and school aged students and assist in case management.
SC2 Demonstrate awareness and understanding of the issues encountered by children and the ability to work alongside and Support those need it.
SC3 Demonstrate ability to provide information, advice and Support to teachers, families and external professionals who are supporting or working with students experiencing difficulties with their wellbeing.
SC4 Demonstrate high level communication and interpersonal skills, with the proven ability to work collaboratively within a multi-disciplinary team.
SC5 Demonstrate understanding of trauma and adolescent development along with a commitment to professional learning and growth in line with the role.
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.
· Work as a member of the school's wellbeing team in the delivery of Student Wellbeing services.
· Contribute to improving student engagement and connectedness.
· Contribute to providing a safe and inclusive, supportive learning environment.
· Provide care and guidance to students.
· Operate within the school community and with external providers
· Supporting physical, emotional, social and intellectual development and wellbeing of students
· Supporting student attendance, engagement and mental health
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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
