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Form of workHazel Glen College is located in the City of Whittlesea, one of Melbourne¿s fastest growing municipalities. Hazel Glen College has an active and integral role in the ongoing development of the Doreen community hub.
The College commenced at the beginning of the 2014 school year with 143 students. Growth of the College was rapid, with the College growing to a current size of 2,700 students and 250 staff. The College structures are based on educational research of the stages of learning.
Currently the College structures a Kindergarten, Junior School P-4, Middle School 5-8, Year 9 Centre and Senior School 10-12, with our first year 12 graduates in 2020.
During 2024 and 2025, the College will transition to a Primary and Secondary model.
A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services, maternal health centre and various other community service groups, co-located on the school site, creates an exciting and innovative early childhood education precinct.
The College vision, One College ¿ Everyone Matters, leads the direction for our community. It is the expectation of all staff across the College to guide students and develop skills, attitudes and values required to fully participate in the rich educational journey at the College and life in the 21st century.
Hazel Glen College enjoys outstanding physical resources that provides students with the best possible educational opportunities. The modern facilities and teaching and learning practice represent an exciting opportunity for students and parents and establishes the College¿s culture, values and nature.
Hazel Glen College is committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, allows us to meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning. In providing 21st Century teaching and learning, there is a strong focus on student agency in learning and a comprehensive STEAM education program across the College.
Our aim is to challenge students to be the very best they can be and importantly, assist every student to reach their potential. Teaching the skills needed for a fulfilling life in the 21st Century, and supporting a love of learning that goes well beyond the classroom, is actively embraced by our College.
SC 1 Proven ability to deliver welfare services to students and the whole school community.
SC 2 Proven ability to develop and implement programs, in the college that foster resilience and address the social, emotional and educational needs of students “At Risk” .
SC 3 Ability to design, deliver or facilitate professional development/ information session for teachers, students and parents.
SC 4 Ability to undertake individual support including counselling and case management for students and their families and to work with external support agencies.
SC 5 Highly developed communication and inter-personal skills, including the ability to work as the member of a team and to liaise effectively with a wide range of people within the educational community.
1. Lead preventative educational programs.
2. Lead programs in liaison with Assistant Principals, and Head of Wellbeing.
3. Supportive intervention for individual students where required.
4. Support Secondary Years Leaders, Year Level Leaders in their wellbeing work with specific students.
5. Inform colleagues where required of individual student needs.
6. Liaise with appropriate outside agencies to assist students and their families who are experiencing difficulties which adversely affect student learning and attendance.
The Student Wellbeing Leader will oversee and lead the student well-being program in order to build positive relationships with all students. The Student Wellbeing Leader will have detailed knowledge of the Student Engagement Policy and Child Safety Guidelines and support staff to utilize it most effectively for all students.
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 employees’ position or involves supervision of students individually or in small groups, in controlled circumstances, where the responsibility for students remains clearly with a teacher.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Department of Education and Training 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.
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
Link to Hazel Glen College Child Safe Code of Conduct
http://www.hgc.vic.edu.au/child-safe/
Applications should include:
Please attach application containing the following:
1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position
2. Specific Key Selection Criteria response
3. A CV with a summary of experience and qualifications
4. The names, email address and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.
This vacancy is to replace an employee on parental absence and is for a period of seven years or until the employee absent on leave returns to duty at the school.
