Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Northern suburbs
Reference: 1552859
As part of the Victorian African Communities Action Plan, education is identified as a key focus area and funding is available to employ School Community Liaison Officers in school communities with high populations of African young people to improve their connection to education and provide tailored support.
The School Community Liaison Officer at Hume Central secondary College, Broadmeadows will support your school community and a cluster of neighbouring schools with high populations of African young people to increase school engagement, strengthen partnerships with families and community and facilitate activities to increase retention and school completion.
This role will be one of eight School Community Liaison Officers appointed to school communities with high populations of African young people across the State, and supported by a Senior Program Officer appointed by the Department of Education Training (DET) and operating from the DET central office in Melbourne.
Location
The School Community Liaison Officer will be located at Hume Centrakl Secondary College and will work in partnership with two ¿ three neighbouring schools that have high populations of African young people.
College Profile
Hume Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1200 students and growing.
The strength of Hume Central Secondary College is our strong commitment as a Learning Community to nurture and develop confident learners who have the knowledge, skills and attributes to shape their futures and contribute positively to society. Our vision is achieved through the commitment of all members of the College Learning Community.
The College has three state-of-the- art recently built Campuses, two Year 7-9 Campuses located at Blair Street and Dimboola Road and a Year 10-12 Campus on the south west corner of the Town Park. The Blair Street Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia.
The academic success of our students is ensured by a new and updated Year 7-12 curriculum combined with dedicated teachers and support staff to teach and nurture students. Our focus is keeping all students engaged and interested in their education so they stay on to successfully complete Year 12. Our excellent results in VCE ensure that over 97% of our students secure a tertiary placement in either University or TAFE. This can only be achieved when our students, parents and teachers work together in partnership.
An important focus of our College is to support our students to learn effectively and to develop positive attitudes and behaviours. We endeavour to provide a learning environment that will nurture personal development and establish a strong connectedness to school. All our staff and College Council members share a high regard for the trust which parents/guardians place in us and the College is sensitive to the need for regular and accurate communication with parents. Working together as a learning community is essential to maximise student outcomes and prepare students for successful pathways and lives in the future.
The Careers and Pathways team is a central component of supporting our students to achieve success at school and beyond. Our curriculum and pastoral care programs promote academic rigor and achievement whilst, at the same time, they provide the structure and care to support our students and their families to achieve rewarding personal and academic outcomes. Our results in this area have been outstanding.
Hume Central Secondary College is a vibrant learning Community. We invite you to visit our websites and /or our learning communities during or after school hours.
For further information please contact Sonia Bedggood on 9066 3600.
SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
The School Community Liaison Officer - Pasifika will be required to support school communities to focus on increasing school engagement, strengthening partnerships with families and community and facilitating activities to increase retention and school completion
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.
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.
Work directly with groups of Pasifika young people or individuals, planning interventions to ensure all young people are connected to an education or employment pathway.
Establish and maintain effective communication between school communities and families, convening information sessions for parents, supporting engagement of parents in parent teacher nights, school celebrations and information days.
Facilitate access to homework clubs and afterschool programs, to offer support and mentoring outside of the school.
Build on established links with Pasifika community organisations to access community guidance and knowledge.
Build cultural awareness and understanding within the school communities.
Participate in a community of practice facilitated by the central Senior Program Officer and including all School Community Liaison Officers.
Liaise with and provide information to parents, staff and students about school administration procedures and policy.
Provide a document preparation service for the school community.
Coordinate the distribution of school newsletters, circulars and other documentation to be provided to the school community.
Provide administrative support for specific school programs
Liaise with and provide information to parents, staff and students about school administration procedures and policy.
Provide a document preparation service for the school community.
Coordinate the distribution of school newsletters, circulars and other documentation to be provided to the school community.
Provide administrative support for specific school programs.
Liaise with service providers, welfare agencies and relevant organisations to facilitate student referral.
Develop and adapt work methods and organise systems of classification, maintenance and ordering in a school resource centre.
Other duties as directed by the Principal
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
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements. - Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check. - 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 on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx