Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1550436
SC1 ¿ Technical Knowledge and Skills
Demonstrated high-level technical skills and the capacity to effectively support a range of digital systems, applications and devices, including the ability to troubleshoot and resolve technical and operational problems.
SC2 ¿ Curriculum and Assessment Systems
Demonstrated capacity to support complex digital curriculum, assessment and reporting processes, or the ability to rapidly develop expertise in systems associated with NAPLAN, VCE/VCAA, VASS, online assessment, reporting and curriculum delivery.
SC3 ¿ Organisation and Coordination
Demonstrated highly developed organisational skills, including the capacity to plan and coordinate complex activities involving multiple stakeholders, large numbers of students and staff, competing priorities and critical timelines.
SC4 ¿ Communication and Collaboration
Demonstrated high-level communication and interpersonal skills and the ability to work effectively with school leaders, teachers, education support staff, technical staff and external organisations.
SC5 ¿ Initiative and Problem Solving
Demonstrated capacity to exercise initiative, identify and resolve problems, anticipate operational risks and develop practical solutions within the responsibilities of the position.
SC6 ¿ Professional Practice
Demonstrated commitment to professional conduct, confidentiality, accuracy, continuous improvement and the effective use of technology to support student learning and school improvement.
The Curriculum Systems and Digital Assessment Coordinator provides specialised technical, administrative and operational support for the school¿s curriculum, assessment, reporting and teaching and learning programs.
The position has particular responsibility for the coordination and technical administration of digital assessment and curriculum systems, including NAPLAN Online, VCE and VCAA assessment requirements, VASS-related processes, digital examinations, school-based assessment, benchmarking and diagnostic testing, reporting systems and other curriculum-related digital platforms.
The role works closely with the Principal Team, Curriculum Leaders, VCE/VCAA Coordinator, NAPLAN Coordinator, Data and Assessment staff, teaching staff, administration staff and the school¿s IT Manager.
A key purpose of the position is to ensure that significant curriculum and assessment activities requiring technology are planned, tested and implemented effectively and that staff and students receive timely technical and operational support.
The position is distinct from the school¿s IT Manager. It does not hold responsibility for the strategic management of the school¿s ICT infrastructure, network, cybersecurity or IT department. Its primary focus is the effective application of technology to curriculum, assessment, reporting and teaching and learning.
The successful applicant will possess strong technical and organisational skills, demonstrate a high level of attention to detail and have the capacity to coordinate complex processes involving large numbers of students and staff.
NAPLAN and Digital Assessment
VCE, VCAA and Examination Support
School-Based Assessment and Benchmark Testing
Curriculum Systems
Reporting
Curriculum Data
Teaching and Learning Support
Planning and Quality Assurance
Liaison
Relationship with the ICT Manager
The Curriculum Systems and Digital Assessment Coordinator and IT Manager perform complementary but distinct functions.
The IT Manager retains responsibility for the management and strategic direction of the school¿s broader ICT environment, including:
The Curriculum Systems and Digital Assessment Coordinator is primarily responsible for the application of technology to:
Where a curriculum technology issue involves underlying infrastructure, network security, device management or broader ICT architecture, the Curriculum Systems and Digital Assessment Coordinator will work with and/or escalate the matter to the ICT Manager.
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position are encouraged to apply.
The successful applicant will be required to meet the employment requirements applicable to Education Support employees within Victorian government schools.
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
Occupational Health and Safety
The employee is expected to take reasonable care for their own health and safety and that of others who may be affected by their actions, and to comply with Department and school occupational health and safety policies, procedures and instructions.
Equal Opportunity
The school and Department of Education are committed to the principles of equal opportunity, diversity and inclusion. Applicants from diverse backgrounds are encouraged to apply.
Professional Expectations
The Curriculum Systems and Digital Assessment Coordinator will:
Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne. The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students. Cranbourne West Secondary College in the rapidly growing suburb of Cranbourne opening in January 2021 with 198 Year 7 enrolments. Currently the College has approximately 2000 students across Year 7 to Year 12. Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents¿ demand for excellence in education, consistent with the vision for the Education State.
Cranbourne West Secondary College will provide students with state of the art facilities in STEM, Visual Arts, Physical Education and Performing Arts spaces to cater for the learning needs of all students.
Commitment to Excellence and Inclusion
Cranbourne West Secondary College delivers the highest quality of education for all learners. As a Supported Inclusion School, Cranbourne West Secondary College sets strong culture of inclusion at a whole-of-school level. The innovative and evidence-based schools design is flexible and allows schools to have students with special needs in the classroom with their peers, utilise smaller spaces and/or run stand-alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students. We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice. Our College will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work.
School Vision and Values
Cranbourne West Secondary College fosters a love of learning. We respect inclusion, diversity and indigenous heritage. We aspire for continuous improvement in all our students as they grow into adulthood. We live by our motto, diversis viribus - ¿strength through diversity¿, and look forward to our students emerging as resilient, productive and cooperative members of the community.
Cranbourne West Secondary College¿s motto is Diversis Viribus - `Strength through Diversity¿; our values are intrinsically linked to this motto as we ASPIRE every day:
Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay. Acceptance is good!
Sincerity - the quality of being open and truthful
Perseverance - is not giving up. It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard.
Inclusion - a group that's particularly welcoming to all kinds of people. To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued.
Respect - respecting myself, others and the school environment.
Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve.