Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Barwon South West - Greater Geelong
Reference: 1502002
SC1. Demonstrated experience and expertise in managing and coordinating the operations of a school library, including the use of library management systems, digital databases, and information platforms to support student learning and staff collaboration.
SC2. Demonstrated knowledge of and experience with library procedures and systems, including cataloguing, circulation, collection development, and information access, with a focus on supporting independent research skills in students.
SC3. Demonstrated capacity to develop efficient procedures and guidelines, and contribute to a collaborative, student-focused, and service-oriented team within the school.
SC4. Demonstrated ability to work effectively with students, teachers, and school leadership to promote reading engagement, information literacy, and the effective use of print and digital resources to improve learning outcomes across all learning areas.
SC5. Demonstrated initiative and awareness of current trends in secondary education, library and information services, and digital resource management, including the capacity to provide strategic advice to school leadership and drive improvement in library services.
An education support class role at this range is distinguished by the introduction of:
¿ management responsibility and accountability for the delivery of services. At this level, an employee may direct and supervise the work of other staff members to achieve specific objectives in school administration, operations or educational programs; or
¿ professional student support positions where standard professional services are delivered.
A role at this range may include:
¿ Some degree of professional autonomy to determine how targets and goals are achieved within clearly established directions or framework Professional autonomy will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from a senior manager.
¿ Management of the expected outcomes is a key responsibility in some areas such as school administration, operations, technical, or educational programs. Senior management will be provided with 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.
¿ Management of staff to achieve the expected outcomes is a key responsibility in some areas, such as school administration, operations, or educational programs. Staff management issues will be resolved with minimal reference to a senior manager, although guidance will be required in more complex cases.
¿ Professional support positions such as registered nurses (performing the role of Registered Nurse range 3 as described in schedule 3), speech pathologists, psychologists, occupational therapists, physiotherapists, and social workers. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from a manager or senior practitioner where relevant.
Supervision of Students
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
Supervision of students can be required where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Student/Teacher Support
¿ Attend and support excursions and incursions that promote reading and/or Literacy development opportunities in conjunction with the teaching staff.
¿ Provides supervision assistance of students within the library at recess and main break times
¿ Provide general supervision and support to students participating in independent study sessions, ensuring a calm and orderly environment.
Administration/Operations
¿ Manage the delivery of the library services across the College. This includes liaising with relevant staff to ensure the library is well-resourced with books,
magazines and digital resources that support and elevate student¿s educational and wellbeing needs.
¿ Support the administration and reporting requirements of VASS and VET programs, including maintaining accurate records and assisting with data entry as required.
¿ Manage the annual library budget allocation, liaising with the business manager
¿ Create and maintain engaging displays in the library that support events or specific areas of the curriculum.
¿ Maintain the Library and stock in a clean and organised fashion.
¿ Maintain schools¿ historical data and manage archiving
Technical
¿ Operation of the Library circulation system, providing an efficient loan service to staff and students.
¿ Order resources for the library and other learning stream areas as required in line with the departments purchasing policies
¿ School purchase card holder to assist with procurement as required
¿ Liaises with key stakeholders regarding library services and resources, including annual subscriptions
¿ Catalogue and prepare resources for loan. Ensure staff and students are aware of the cataloguing system and the resources the College has available.
¿ In conjunction with teaching staff, assist with the presentation of the library and resources to students.
¿ Attend and contribute to appropriate meetings as required.
¿ Provide staff and students with assistance in use of the library and resources, including recommendations based on requirements.
¿ Conduct an annual stocktake of resources.
¿ Acquire new resources for the College Library that support the educational and wellbeing needs of the students and help to elevate the curriculum across the College.
¿ Other duties as required or directed by the School 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
MFG is a vibrant learning community that nurtures and serves the aspirations of girls. ¿We create lifelong learners who live the MFG traits as positive members of their communities.¿
In 2018 we consulted with the school community ¿ students, staff, and parents/carers - to develop a set of eleven traits, behaviours, and dispositions that we, as a school community, believe are important to foster in our students. These 11 traits are:
Kind, compassionate and trustworthy
Caring and respectful of others and themselves
Knowledgeable about learning and self-aware
Deep thinkers who are curious and creative
Problem solvers
Resilient, adaptable, and able to learn from mistakes
Hard-working, ambitious, and confident
Able to respect and celebrate difference and diversity
Optimistic about the future
Responsible and active local and global citizens
Flexible collaborators, leaders, and team members
Surrounded by a supportive `sisterhood,¿ our young people aim to achieve excellent learning outcomes and develop qualities of character that will enrich their own lives and impact positively on the lives of others.
Matthew Flinders Girls (MFG) has a long and proud history. The original foundation stone was laid in 1856 when there were few other schools in Geelong. We are one of eight girls-only state educational providers (since 1940) and the only girls-only provider outside of the metropolitan area.
A group of ex-students, currently aged in their 70s and 80s, meets twice a year. Some students in the school are third generation members of the school community. There is an ever-growing Facebook presence of past student groups, and a College Alumni Facebook Page has been established to reconnect alumni and allows them to share stories. Our alumni are important to our school and return to share their learnings and stories
Our school is centrally situated within the business, arts, and sporting precincts of Geelong. It has excellent access to public transport (buses and trains). A proportion of students are from the immediate locality, but a considerable number come from outside the City of Greater Geelong, from areas such as Colac, Barwon Heads, Indented Heads, Lara, Inverleigh, Bannockburn, Werribee, and Anakie. There are more than 50 feeder Primary schools from where the students have been drawn over the past 5 years.
Our student population incorporates a diverse range of cultures, socio-economic backgrounds, and family blends.
In serving the aspirations of students, our curriculum provision and quality of teaching are fundamental. Curriculum in Years 7-10 is based on the Victorian Curriculum and is framed by challenging and provocative `essential questions.¿ A balance of explicit teaching and Inquiry Based Learning to Teaching and Learning is at the heart of learning in Years 7 ¿ 9. Our Teaching and Learning Model underpins the work and learning of our teachers with a distinct emphasis on differentiation, high impact teaching strategies, the power of formative assessment and the development of intellectual character.
A wide range of options is made available to Later Years students, including the opportunity to accelerate into VCE (Victorian Certificate of Education) studies. Our school offers a range of VCE units, access to some Vocational Education and Training Programs and Vocational Major.
MFG is an accredited member of The Academy of Select Entry Accelerated Learner Program (TAASS), the only one in the State which is in an all-girls¿ setting. This program gives students the opportunity to be selected at Year 7 according to academic and leadership potential to undertake an alternative curriculum for Years 7 to 9.
All students in Years 7 ¿ 12 participate in a Bring Your Own Device (BYOD) program. Students are encouraged to purchase the technology which best suits their needs for learning. The school outlines minimum specifications and recommended devices to support parents when making decisions.
Instrumental Music is a key component of our school¿s co-curricular Program. Students can learn voice, percussion, drums, singing, woodwind, brass, guitar, and keyboard at school. MFG is also the educational home of the Sweethearts, an exceptionally talented and well-known neo-soul all-girls music group that performs frequently in professional contexts, nationally and internationally.
A community garden has been established and exemplifies our school¿s permaculture focus of ¿earth care, people care and fair share.¿ A key component of the garden is the construction of an urban agricultural garden where students can grow healthy organic food and share this with people in our local community. It has also been the focus of a few environmental engineering. In addition, we have also started constructing tiny houses using recycled products.