Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Aboriginal and Torres Strait Islander services
Location: Hume - Greater Shepparton
Reference: 1499694
Greater Shepparton Secondary College was formed by the merger of four secondary colleges. On 18 December 2017, the Minister for Education approved the recommendation of the Shepparton Education Plan to merge the four Shepparton and Mooroopna secondary schools (Shepparton High School, McGuire Secondary College, Wanganui Park Secondary College and Mooroopna Secondary College) into a single school on a single site. In the interim period while the new college is being built, three of the current school sites are being utilised as campuses of the new school entity.
Greater Shepparton City Council (GSCC), located 180 kilometres north of Melbourne, is the fifth-largest city in regional Victoria and consists of Shepparton City, Mooroopna and Tatura. 75% of the municipalitys population live in Shepparton and Mooroopna. The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas, including recent arrivals and refugees from Africa and the Middle East. It has Victorias largest concentration of Aboriginal and Torres Strait Island people outside of Melbourne. There are over 6,000 businesses and a workforce of 30,000.
The establishment of the new secondary college in Shepparton is the initial phase of the Shepparton Education Plan. It seeks to improve educational outcomes, P-12 and beyond through improved transitions, pathways and opportunities, improved teacher capacity, resources and a contemporary school infrastructure. The Shepparton Education Plan and the creation of a revitalised secondary school model is the outcome of longer term work by schools and consultation with the community to collaboratively improve learning opportunities, community engagement and educational outcomes.
The development of the new secondary college in Shepparton provides exciting opportunities for the successful applicant to contribute to the transformation of secondary curriculum, pedagogy and student connection and to build community participation and ownership of the new school.
On completion, the school will include:
The location of the new College is the site of the existing Shepparton High School in Hawdon Street, Shepparton. The site offers many opportunities being in close proximity to the Shepparton Campuses of Latrobe and Melbourne Universities and Goulburn Ovens TAFE, and to commercial and cultural precincts. This will support the development of student pathway options and community engagement.
[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.
Create a positive culture of belonging, care, high expectations and learning within their team and the College
Provide high level support to the Koorie Education Leader
Proactively build a positive working relationship with all other ES staff
Attend and actively contribute to relevant meetings and events
Support and encourage staff to share share ideas, strategies and resources
This role is an identified position and is available for Aboriginal and Torres Strait Islander applicants only. Confirmation of the Indigenous status of applicants may be requested.
The Department of Education and Training is committed to taking positive action to eliminate discrimination to the greatest possible extent. It recognises that discrimination can cause social and economic disadvantage, and the achievement of substantive equality may require the taking of special measures. To this end, the Department of Education and Training considers these positions to be a special measure for the purposes of section 12 of the Equal Opportunity Act 2010 (Vic).
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
Create a positive culture of belonging, care, high expectations and learning within their team and the College
Provide high level support to the Koorie Education Leader
Proactively build a positive working relationship with all other ES staff
Attend and actively contribute to relevant meetings and events
Support and encourage staff to share share ideas, strategies and resources
General