AddressHoppers Crossing Secondary College opened in 1984 and is a single campus, co-educational college with an enrolment of approximately 1,500 students. Situated in an urban growth corridor, approximately 20 minutes west of Melbourne, we welcome students from Years 7 to 12, from Hoppers Crossing and the surrounding district.
The College places great importance on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. Academic rigour is valued at all stages of learning.
We aim to achieve the extra-ordinary by providing an education which has a focus on developing our students' academic potential. Our classroom focus is on challenge, engagement and achievement.
A highly committed staff share in the vision and values of the College and are dedicated to supporting students, throughout all stages of learning. The time and effort teachers put into their classes ensures the best educational outcomes which is reflected in our academic results. The College is very proud of its highest ever ATAR score of 98.90. We have excellent growth in study scores above 40 and consistency in the achievement of high ATAR scores. Over 90% of our Year 12 students progress to tertiary education or training institutes or vocational positions.
Our students are guided throughout their chosen pathway of VCE, VCAL or VET studies and are prepared for post-secondary options, including tertiary entry and further training or employment.
A diverse range of innovative educational, co-curricular and enrichment programs are offered across Years 7 to 12.
These programs include the Estancia High School Exchange Program, Chinese Overseas Learning Experience, Italian Language Immersion Program, Wakakirri Competition, Inter-School Sports, Year 7 and 10 Scholarship Programs, Student Representative Council, Youth Parliament, High Resolves Student Leadership and Work Experience Programs.
Additionally, Year 11 and 12 Enhancement Studies make it possible to incorporate TAFE certificates and University studies within the VCE program as a result of strong partnerships with a range of tertiary institutions.
The College prioritises ICT across the curriculum with the inclusion of: interactive whiteboards or media projectors in every classroom, Apple Mac laboratories and a 1:1 Netbook Program.
These facilities are aimed toward preparing students with the skills required for them to take their place as 21st century learners and citizens.
Our College grounds are immaculately presented and maintained, providing our students with a positive learning environment.
Our students are also able to enjoy upgraded facilities including plexi-paved basketball and tennis courts in addition to our $2 million state-of-the-art Science Centre.
Parental involvement in College operations and the learning process is encouraged as we consider this contribution to have a positive effect on the education of our young people.
- A relevant qualification such as a degree Youth Work or Social Work and/or extensive experience to the position.
- Demonstrated skills and experience in the provision of support to young people with significant mental health issues including anxiety, depression and behaviour associated with childhood trauma.
- Demonstrated ability to assess student need and to develop support plans and appropriate interventions for young people.
- Demonstrated ability to work collegiately with teachers and/or other professionals to improve the attendance of students and their engagement in the classroom.
- Demonstrated skills and experience in building and maintaining strong relationships with adolescents, setting boundaries, and assisting young people to regulate their emotions.
- Demonstrated ability to support students and identify programs which are considerate of the learning needs and perspectives of students from culturally diverse backgrounds, including those of Aboriginal or Torres Strait Islander descent.
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.
As a part of the HCSC Wellbeing Team, this role will predominantly be based on a Multi-Tiered System of Support approach (MTSS). The role will focus on direct service delivery to students who self-refer or are referred by teachers, leaders, or parents. Under the leadership of the Assistant Principal and guidance of the Student Wellbeing Team Leader, this includes, but is not limited to;
- To enable students to function to the best of their ability and circumstances within and beyond the school system despite having support needs.
- To contribute to engagement with education, this could include addressing barriers to regular attendance and walking students to class when needed.
- To achieve a seamless service delivery through the coordination of and collaboration between external service providers
- To actively involve and empower the student(s) and their parents/caregivers in decision-making processes.
- To assist teachers and school staff in their work with students who have support needs.
- Act as an advocate for students or ensuring that students have advocacy within the school or with outside agencies when needed.
- Manage own student caseload with students allocated.
- Case management including consultation with the range of stakeholders involved with a student and /or their families.
Develop and Support programs:
- Organise and help facilitate group programs to students based on the needs of the cohort at any given time. These may be at Recess or Lunchtime and/or afterschool.
- Support whole school and level specific Wellbeing/Inclusion programs to enhance general student wellbeing/inclusion e.g., R U OK day, National Week of Action Against Bullying and Violence, etc.
Resource to College Leadership and Staff:
- Network with external agencies and act as a college contact for external agencies.
- Actively participate in professional development activities and programs and share knowledge and expertise with other staff.
- Provide school level advice related to areas such as mental health, mandatory reporting, critical incidents, and suicide prevention.
- Ensure teachers are provided with appropriate information regarding students and their wellbeing and support teachers in the teaching and management of students at risk, and implementation of Special Provision for relevant students.
- Liaise between the College and community agencies including facilitation of referrals to community agencies, psychologists and educational support services.
- Act as a resource for staff working with students at risk and assist with the provision of secondary consultation for staff working with students at risk, including safety planning and risk assessments.
- Provide support for Critical Incident management.
- Provide a communication link between the school, its community, agencies, and networks.
- Support students on issues relating to school refusal, chronic absenteeism, mental health, homelessness, and other issues impacting on successful engagement at school.
- · Liaise closely with the Wellbeing Team Leader (SWC) in dealing with student issues and referrals to MHP, Psychologist or outside agencies.
- · Work with the Health and Wellbeing team to plan and deliver Whole School Wellbeing programs to students.
- · Liaise with outside services as appropriate to assist students and link them with the service.
- · Participate in and assist with lunchtime activities for young people.
- · Work as part of a Student Wellbeing Team on student wellbeing and support policies and procedures.
- · Attend weekly Student Wellbeing Meetings and other meetings as required.
- · Maintain detailed records and a working diary of students seen and contacted.
- · Other duties as directed by the Assistant Principal & Principal.
- · Risk assessments.
· Applicants must hold a Certificate IV equivalent or higher qualification that includes competencies in:
mental health and making appropriate referrals, and working with adolescents.
Qualifications in the Community Services Training Package that meet these requirements are::
· · Certificate IV in Community Services (CHC42015)
· · Certificate IV in Mental Health (CHC43315)
· · Certificate IV in Youth Justice (CHC40513)
· · Certificate IV in Youth Work (CHC40413).
Information on training providers for these courses can be found at www.training.gov.au.
Other qualifications in psychology or social work may be suitable.
See:
· · the Psychology Board of Australia approved courses of study
· · he Australian Association of Social Workers accredited courses.
· All school ES staff must hold a valid employee working with children clearance (WWCC) and must comply with the school's child safety screening requirements.
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
Specific information in relation to this position can be found on the College website under the Employment Tab (www.hopcross.vic.edu.au)
The Selection Panel reserves the right to seek referees other than those nominated on your application.
All applicants need to be aware that with regard to the Child Safety Standards, information may be collected in order to establish their suitability for child-connected work.
All staff employed by the Department of Education and Training and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to the satisfaction of pre-employment conditions.
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 online at the Department's Human Resources website at:-
www.education.vic.gov.au
