Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1513713
Fountain Gate Secondary College is located in the City of Casey in the South Eastern suburbs of Melbourne, approximately 40 kilometres from the Melbourne Central Business District. The school was registered as a Year 7-12 provider in 2009, and prior to that, was a Year 7-10 campus of Eumemmerring College.
Enrolments are approximately 1222 students. The Student Family Occupation Education (SFOE) index was 0.5594 in 2024. The staffing profile of Fountain Gate Secondary College includes a Principal, 5 Assistant Principals, 10 Leading Teachers, 9 Learning Specialists, 74.2 Teachers and 49.9 Education Support (ES) staff.
Fountain Gate Secondary College provides a Year 7 to Year 12 learning program through the Victorian Curriculum, the Victorian Certificate of Education (VCE), Victorian Certificate of Education - Vocation Major (VCE-VM) and a range of Victorian Education and Training (VET) offerings.
Our shared purpose as a school community is captured in our vision: Knowing our students and giving every student every opportunity to thrive by providing high-quality learning and pathways to success, aligned with their interests, aspirations and strengths.
To support the wellbeing and engagement of our students, we have a wellbeing team that works closely with Year Level leaders, Teachers, Students and the Community to implement strategies to increase educational outcomes. The wellbeing team is comprised of a Mental Health Practitioner, 4 Engagement and Wellbeing officers and the 'Doctors in Schools' program. We have an Inclusion team that works alongside wellbeing staff who support with the implementation of teaching strategies within the classroom to support the learning needs of students.
Our Positive Education approach underpins all interactions across the school, providing a framework for explicitly teaching positive behaviours and fostering student wellbeing. By harnessing students¿ individual character strengths, we build self-esteem, a sense of belonging, and a meaningful connection to school. Central to this approach are our core school values of Respect, Honesty, Responsibility and Endeavour, which are embedded in every aspect of school life. These values are actively reinforced through our extensive awards system, which recognises and celebrates students who demonstrate them in their learning, relationships and contribution to the school community.
The College successfully competes through several interschool sports, and our Rugby Academy supports students to achieve excellence both on and off the field.
As part of our 2023-2026 School Strategic Plan, our college has three focus areas:
Fountain Gate Secondary College is committed to providing a high-quality educational program that supports all students to fulfil their potential and achieve their goals in life. The College values and embraces the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have high expectations for all members of our school community and ensure this is matched with high levels of support.
For any enquiries regarding this role, please contact the College via email at [email protected]
SC1 Demonstrated capacity to implement a program in a workplace environment with minimal supervision.
SC2 Demonstrated high level oral and written skills.
SC3 Demonstrated capacity to support the college numeracy or literacy initiatives: to facilitate small groups of targeted support where required, to support the development of numeracy or literacy resources for programs.
SC4 Demonstrated capacity to provide advice and support to management in respect to the work area.
SC5 Demonstrated commitment to professional learning and growth for both self and others.
SC6 Demonstrated understanding of the challenges of working in a school environment and the capacity to work with¿and support students with learning difficulties, some of whom may also experience behavioral challenges.
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.
An Education Support Range 3 Tutor provides instruction or coaching to students, excluding any duties of a teacher, and undertakes other student academic support duties as directed by the Principal or Teaching and Learning Leaders, which may include:
Supports communication between teachers and parents
Communicates with teachers on routine matters related to students and/or other responsibilities
Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
Communicating with student/s to support comprehension of basic tasks and information
Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
Provides basic support and supervision for individuals or groups within a classroom setting
Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
Provides specialised communication support for students and teachers in areas such as AUSLAN and braille
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