Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Inner South East suburbs
Reference: 1524302
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas
SC2 Demonstrated capacity to work independently at times and collaborate with others in a team environment.
SC3 Demonstrate capacity to communicate effectively with members of leadership and other school staff.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrate proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC6 A commitment to professional learning and growth for both self and others.
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.
Undertakes low/medium risk tasks as defined by the Departmental Risk Matrix or its successor
Advise and assist staff in safety matters relating to a specific functional area, e.g. handling of chemicals in a science laboratory.
Advise teachers about technical components of curriculum implementation.
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
Melbourne Girls¿ College empowers young women to strive for academic excellence, grow with resilience and self-belief, and lead courageously. We are driven by a commitment to shape socially conscious individuals who positively influence communities.
Melbourne Girls' College empowers young women to strive for academic excellence, grow with resilience and self-belief, and lead courageously. We are driven by a commitment to shape socially conscious individuals who positively influence communities.
Melbourne Girls¿ College was established in 1994 on the Birrarung (banks of the Yarra River) in Richmond, Victoria. It provides enrolment opportunities for local, wider-Melbourne and international students to study a guaranteed and viable curriculum at Years 7-9, followed by many Year 10, VCE, and VET subjects in the senior years. The Melbourne Girls¿ College values provide the foundations of our strong community and guide students to "Lead and Achieve".
We value: Excellence - In our achievements and aspirations while always striving to give and be our best.
Teamwork - Together, we know we can achieve so much more. We strongly believe that effective communication and the celebration of individuality within the team are crucial elements to developing an effective team-based and collaborative environment.
Diversity - We are a richer community when we consider all perspectives and recognise and celebrate our differences.
We challenge our students to think critically about their own beliefs and examine the world in fresh ways to promote creativity and innovation in an authentic, inclusive environment.
The academic achievements of Melbourne Girls¿ College are strong and many of our students participate in the Student Excellence Program and the MGC Learning Extension and Advancement Program (LEAP). The curriculum at Melbourne Girls¿ College is designed to equip students with depth and breadth of knowledge, skills, and capabilities needed for success. Students are encouraged and challenged to strive for personal excellence, and we explicitly teach strategies, habits and behaviours that are deeply connected to a growth mindset. The school community takes pride in teaching students the transferable skills required to be socially conscious and to challenge stereotypes, particularly in women¿s leadership, sustainability, and philanthropy.
Our International Student Program is thriving with a capacity to offer 80 positions of enrolment to full fee-paying international students.
While our academic achievements are a publicly recognised strength of Melbourne Girls¿ College, we are equally committed to the personal, social, and emotional wellbeing of our students. We recognise the intrinsic link between wellbeing and effective learning and have adopted a whole-school approach to wellbeing. We have a Year 7 to 12 Homegroup and Wellbeing structure where each student explores a sense of their own abilities, achievements and self-worth. From the moment a student joins MGC they are connected to a homegroup and this strengthens their sense of belonging. Our homegroups facilitate effective communication between the College, and parents and carers where the homegroup teacher becomes a key contact, strengthening our home-school partnerships.
The College prioritises and celebrates success and growth in the whole person and MGC has a strong focus on co-curricular endeavours, particularly in rowing, aerobics, dance, and other school sporting programs. The College invests in creative, and artistic endeavours and experiences for students, particularly in the performing and visual arts through our instrumental program, and school productions. In addition, MGC has a thriving Australian Airforce Cadets program. The sustainability collective and environment projects are well known in the local and wider community.
Please refer to our website for more detailed information about the college: https://mgc.vic.edu.au/