Address
Form of workINTRODUCTION
Bayside P-12 College is a large multi-campus co-educational college serving the community of the City of Hobsons Bay in Melbourne's western metropolitan area. The college consists of a Year P-9 Campus located in Altona North, a Year 7-9 campus located at Williamstown and a Year 10 - 12 campus in Newport. The college has a multi-cultural student population.
GUIDING PRINCIPLES
The college is committed to:
* Providing a comprehensive curriculum that meets the needs of all students;
* Providing a friendly, safe and disciplined environment in which students are able to value and enjoy learning;
* Encouraging and celebrating student success and achievement;
* Developing skills and knowledge that will enable students to live in a rapidly changing and increasingly technological society, to show leadership, to act co-operatively, to demonstrate self discipline and to be socially aware;
* Encouraging the participation of parents, students and staff in the full life of the college; and
* Providing equal opportunities for all students.
CURRICULUM
Bayside P~12 College provides educational leadership in the district and the region. The college provides a comprehensive course of study for Years P-10 in the eight Learning Areas and the broadest range of VCE and VET units at Years 11- 12. The senior campus has an excellent VCAL program. Bayside College has a 1:1 student netbook program. There are support programs for integration students and other students requiring special education. Throughout the curriculum students are encouraged and expected to take an active and responsible role in their learning.
There are a range of co-curricular activities organised across the three campuses involving many students: Foundation Day, year level and adventure camps, excursions, debating, drama and band performances. The annual visit from our `sister' school in Japan (Anjo-Higashi High School), is a highlight, along with our Art and Technology show and school production. Other programs include our advance programs in surf lifesaving, bike education, wilderness photography, sport, and the Student Representative Council. Each of these activities provides an opportunity for the College to promote the social, personal and community skills of its students.
The Senior campus ensures that students have a broad range of subject choice and the flexibility for each student to select a program around their individual career aspirations. The College has developed strong links with TAFE colleges and other tertiary institutions. This provides students with access to a wide range of courses and the opportunity to combine some tertiary units with the Victorian Certificate of Education. The provision of VET units by the local cluster of schools, centered at Bayside, encourages students to broaden their options for further study. The VCE campus provides a positive young adult learning environment, which is supportive and friendly, and appropriate to the needs of VCE students. Adults and part-time students are encouraged to enroll and all students are encouraged to participate in the life of the college.
COMMUNITY
The college is an integral part of the broader local community. School facilities are regularly used by community groups in the area and this promotes awareness, support and cooperation. The college works with local industry and is supported in range of endeavours, including work experience and work education. There is a formal partnership with Mobil Altona Refinery which provides additional resources to the school and greater community support for the curriculum. The Victorian School of Languages use the Altona North campus to teach a wide range of LOTE languages on Saturday mornings.
FACILITIES
Each campus is designed to enable the delivery of the widest possible curriculum. The Altona P-9 campus and the Paisley Senior campus at Newport have both been re-built and provide state of the art student learning facilities. The Williamstown campus has an elite, select entry Tennis school providing sporting opportunites for talented students. The college has extensive facilities: three libraries, three gymnasiums and a great range of outdoor education equipment. Students have supervised access to the Internet through the classroom via student netbooks.
The school grounds are regularly maintained and upgraded to improve the school environment. Students are actively involved in this planning and development. The college utilises a wide range of local community resources such as athletic tracks, gymnasiums, swimming pools, sports complexes, Science Works, theatres, and the facilities made available by the local council and local industry.
FUTURE PLANS
The College has determined its priorities for the next three years and will undertake processes to achieve the following priorities:
* To improve student English and Mathematics levels at years 7-10.
* To improve VCE achievement levels.
* To extend pathways available to students.
* To improve student engagement and wellbeing.
Bayside P-12 College will continue to provide educational leadership in the district through the further development of our college.
Bayside P-12 is a multi-campus college, employees may be required to travel between campuses
SC 1 Experience in the coordination and delivery of positive, proactive, and preventative programs or groups to promote positive health and wellbeing.
SC 2 Experience in the delivery of professional therapeutic interventions for students in response to an identified need.
SC 3 Demonstrated ability to provide professional leadership, collaboration with, and guidance for a team of wellbeing professionals.
SC 4 Demonstrated understanding of common approaches, policies, and research relating to student mental health, wellbeing, and engagement.
SC 5 Highly developed communication and interpersonal skills, including the ability to work collaboratively and network with the wide range of people within the education and wider community.
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.
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 responsibilities of this position will be:
In consultation with school leadership, contribute to the development, implementation and evaluation of student support processes, policies and structures across the school.
provide professional student support services eg. therapist, psychologist and counselling services
Establish and maintain effective networks with external service providers, and assist staff, strudents and families to access those services
Develop and implement processes which ensure effective communication of relevent information to staff and families
Maintain accurate, detailed records on relevent students, and contribute appropriate information to the student learning database
Provide professional support and advice as part of Disability Inclusion
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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
- Bayside P-12 is a multi-campus college, employees may be required to travel between campuses
- Applicants MUST answer ALL 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
