Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Gippsland - Latrobe
Reference: 1543095
Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, about 150 kilometres south-east of Melbourne.
The College has three mainstream campuses, with two Years 7-10 campuses located at Morwell and Churchill, and a senior campus for Years 11-12 co-located at Federation University in Churchill. The College also administers two satellite campuses to cater for students at risk the Latrobe Valley Flexible Learning Option (LVFLO) Campus and the Kurnai Young Parents Program (KYPP) Campus.
Kurnai College has approximately 1450 students attending across its five campuses and employs 214 equivalent full-time (EFT) staff.
The Kurnai College Statement of Purpose reads:
To build a Learning Community with a global perspective which promotes respect and achievement.
We define a Learning Community as a community where:
- learning is our focus
- all members of the College Community accept the responsibility for increasing their own learning
- all members of the College Community accept the responsibility to assist others to increase their learning
The College's Four Pillars underpin all aspects of our work. They are Engagement, Excellence, Work Ethic and Relationships.
The current Strategic Plan focuses on building teacher capacity through Professional Learning Teams, improved data literacy and assessment for learning practices. We also focus on creating positive learning environments through the Positive Behaviour Support framework incorporating a restorative approach that is informed by a knowledge of generational poverty and the Berry Street Education Model. The College values student, family, and teacher voice.
The College has moved to a collaborative approach to drive curriculum and pedagogical development. The College has a team of instructional coaches to help build teacher capacity and provides instructional leadership development opportunities for teaching staff over the period of the current plan.
The College has developed a strong ICT network and continues to build its e-learning capacity at every opportunity.
We welcome all students to our College and are particularly proud of our efforts to be an inclusive learning community. The College has been recognised for its work in forging links with the Indigenous community and continues to welcome students from all backgrounds, working with all to achieve success. In recent years the College has changed its logo to better reflect our Koorie connection and respect for the Gunai Kurnai people.
The College works hard to connect with our local community to increase the number of Kurnai students in further education and training.
The College looks to the future with a sense of optimism and a positive frame of mind. With a stronger focus on our Kurnai identity and on belonging to one College across five campuses, combined with an understanding of and commitment to our purpose, we move confidently forward striving to provide the best possible learning opportunities for all members of our learning community.
LVFLO
This position will commence at the Latrobe Valley Flexible Learning Option, LVFLO Campus. A Latrobe Network Partnership between Kurnai College, Traralgon College and Lowanna College. LVFLO is governed by the partnership's Board of Management and is a joint approach to catering for students who are not in education, actively disengaging from education or who are at risk of disengaging from education.
Low socio-economic status impacts student engagement and wellbeing within the local government area of Latrobe; both Moe and Morwell are listed in the top ten most disadvantaged towns in Victoria. Indigenous children and young people are over-represented in this disadvantaged group increasing levels of vulnerability. The level of intergenerational disadvantage in the region is highlighted by the highest rates of adolescent self-harm and adolescent parenthood in Victoria.
LVFLO will cater for both indigenous and non-indigenous young people, offering a flexible and personalized approach to education pathways. The utilization of student focused core literacy and numeracy modules along with the use of art and health development as further motivating tools will build student capacity both academically, emotionally and physically.
The flexible timetable of LVFLO allows for partnerships between community organisations and agencies to provide a holistic approach to the re-engagement of young people at risk
SC1 Capacity to plan and provide high quality pathways advice to students and families at a cohort, class and individual level.
SC2 Demonstrated highly-developed organisational, communication and interpersonal skills.
SC3 Demonstrated capacity to build positive working relationships with a wide range of stakeholders including:
students and their families
school staff
work experience providers
tertiary providers; and
other relevant agencies and organisations.
SC4 Demonstrated capacity to work cohesively in a team environment and contribute to positive outcomes for students.
SC5 Capacity to develop and implement programs to support student career and pathway development.
[Attendance requirement for this position]
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.
Specific Duties
Coordinate and oversee implementation of the Careers and Pathways program 7-12 including organising interview times, counselling and communications with relevant parties.
Provide in class support for teachers in the delivery of careers units.
Counsel year 7- 12 students to further develop their subject selection, further study, training, apprenticeships and employment.
Co-ordinate Morrisby career testing for relevant student cohorts.
Communicate and liaise with external providers - universities, TAFEs, RTOs and employment agencies.
Support students with job applications resume, cover letter, interview preparation and sourcing of part-time/casual employment as well as employment post-secondary school.
Assist in the co-ordination of tasks associated with subject selection days including planning and activities, collating resource packs for students, VTAC guides, College handbook, organising guest speakers, workshops, presentations etc.
Assist with the VTAC application process for students and parents, including applications via special entry schemes.
Oversee and monitor the destinations and pathways of all post compulsory aged students who leave the College for a minimum of 6 months after their departure.
Monitor and ensure exit processes have been followed and exit destinations are followed up on a monthly basis.
Counsel students and their parents to undertake detailed careers and pathway planning.
Coordinate and implement the Work Education program at years 9 and 10 including:
Liaise with potential employers / organisations to assist students in gaining work experience placements and source work placements for students.
Promote work experience and structured workplace learning through newsletters, bulletins, notices and assemblies.
Distribute and collect Work Experience and SWL forms for students. Enter data onto required database and process all documentation.
Organise OHS testing/compliance for all students and record details in the database.
Distribute arrangement forms, hazard sheets and all required documentation to employers prior to placement commencing.
Organise and oversee teacher visits during work experience week.
Co-ordinate employer evaluation forms and thankyous to employers.
Visit students on work experience placements and Structured workplace learning placements as required.
Maintain a database of work experience information (employers, contacts, OHS testing, visiting teachers).
Administer parent/work placement communications.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Please ensure that your application includes:
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.