Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Loddon Mallee - Mount Alexander
Reference: 1530361
Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's (CSC) positive learning culture. All students are encouraged to achieve their personal best while developing awareness of the community around them and engaging with others in ways that build positive, respectful relationships.
At Castlemaine Secondary College, we maintain high learning expectations for both staff and students. We actively promote emotional and physical wellbeing, fostering a resilient and inclusive community of learners who feel connected, supported and inspired to succeed.
From 2026, CSC will operate through a Year Level Model designed to strengthen connectedness, wellbeing, and academic achievement. Students will belong to one of four Sub-Schools, each with a dedicated Sub-School Leader and Year Level Leaders who provide targeted support and leadership:
This structure ensures that every student is known, valued, and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.
Five key frameworks underpin our vision for high-quality teaching and learning:
Our SWIM provides clarity and consistency for both staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.
The BSEM underpins our relational and wellbeing focus, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to ensure learning environments that are calm, predictable, and rigorous.
Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety, and engagement in all areas of the school.
Enhancing literacy and numeracy remains a central focus at CSC. Strong foundational skills in these areas empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students, and families.
Castlemaine Secondary College continues to invest in creating learning environments that reflect our culture of Aspiration, Respect, and Empathy.
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.
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
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