Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1507733
We believe that our students flourish when we create an environment of high support and high expectations. We focus on learning, wellbeing, and their interconnectedness above all else.
Our staff are united by moral purpose. We come to work each day in service of our community. We are deeply connected to our work because of, not in spite of, the challenges that young people face.
Our school serves 1463 students with a team of more than 170 staff. Each one of them are known and noticed. We see partnership with families as critical to our students¿ success. We believe that together, our community has everything that our young people need to thrive in life.
We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours and genuine conversations about what matters most. Our trademark is not just a statement, it is enacted. We model and reward trademark behaviours in each other and we challenge when we let them slip.
Melton Secondary College is a place of growth for our staff in both teaching and leadership. At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders. We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners. Our unique Expert Teacher program renumerates teachers for their outcomes in student learning and wellbeing. Expert Teachers are recognised for their talent and are paid at a Learning Specialist level to keep teaching with excellence. The role comes with no strings attached. No leadership position. No extra portfolio. No extra meetings. Just teach and deliver results.
We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out `what¿ to teach and more time focussing on `how¿ to teach the content in a way that is highly effective for their specific students.
We believe that if we invest in every staff member to support them to be their best, our students will be best-placed to thrive. We have our 9-day face-to-face fortnight option for our staff, allowing them to benefit from a non-student contact day in their fortnight, creating opportunities for flexible work and regular opportunities for recharging and for deep thinking and reflection.
We use best-practice models to ensure deep learning. Our instructional model LEARN is based on the Marzano/Pollock GANAG model and is used with fidelity in our classrooms. Our resource management systems are supported by partnerships with Office365, Compass and Apple through our Year 7-9 iPad program. A BYOD program is offered to our Year 10-12 students.
Students begin the day connecting in with themselves and each other in a 6-minute morning circle as part of our Social Emotional Learning program. They also take part in our Enrichment program, offering a regular, purposeful session to explore their interests, develop new skills and build meaningful connections in programs spanning Arts, Sports, Communication and Service. For our staff and students, Enrichment has become a highlight of the week, offering a unique opportunity to learn, grow and connect outside the traditional classroom.
We have opportunities for staff who are passionate about being highly impactful teachers who lead learning. Currently we are deepening our work with a focus on explicit teaching and mastery. We are also actively supporting opportunities for new and existing staff to promote extracurricular programs in the Performing Arts, Sport and Rugby Academy, the VCE Vocational Major, and Student Leadership.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a library environment.
SC2 Demonstrated proficiency in the use of library systems, software or technical equipment as relevant to the position.
SC3 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.
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 individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available. Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Assist with the maintenance of records of overdue loans of school resource material and equipment and issue overdue notices as required.
Label, cover, and assemble, sort or mark resources in accordance with library instructions and procedures.
Order and maintain relevant office supplies for effectiveness of library duties and the operation of the library workroom.
Perform minor catalogue adjustments and provide support to Library Manager.
Plan and organise with Library Team the preparation of displays and exhibitions. Assume responsibility for the display¿s maintenance.
Knowledge of SCIS
End processing of all new resources in a timely manner and according to library instructions and procedures
Perform preventative maintenance and repairs to library materials in accordance with library instructions and procedures.
Support all teaching and non-teaching Library staff, CRTs and volunteers as required, including Student Library Assistants.
Minor cleaning and maintenance of equipment and ensuring storage and workroom areas are in a clean, safe and orderly condition.
Prepare equipment and resources for student and teacher use.
Maintain and update staff and student details in the library borrowing system accurately.
Filing and maintenance of magazine and newspaper collection.
Establish and maintain effective working relationships with co-workers, leaders, students and the school community.
Perform duties in an efficient, professional and courteous manner in accordance with the College Values, the Victorian Public Sector Code of Conduct and all local policies and codes of conduct.
Maintain regular consistent and professional attendance, punctuality, personal appearance, and adherence to relevant health and safety procedures and staff policies and protocols.
Pursue personal development of skills and knowledge necessary for the effective performance of the role.
Other duties as requested by the Library Manager, Principal and the Executive Leadership Team.
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
The Library technician¿s primary role is to support the efficient delivery of the Library program and processing of new resources purchased. Library Technicians work under the direction of the Library Manager or his/her delegate. Work is subject to supervision and firmly established systems, processes and procedures. Experience in a school Library is preferred.