Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Southern suburbs
Reference: 1481439
Fountain Gate Secondary College is located in the City of Casey in the south eastern suburbs of Melbourne, approximately 40 kilometres from the Melbourne Central Business District. The school was registered as a Year 7-12 provider in 2009, and prior to that, was a Year 7-10 campus of Eumemmerring College.
We provide high-quality education for the Narre Warren community in a safe, supportive and educationally challenging environment. The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have well-established relationships with our feeder primary schools through the Casey North Network.
The school grounds include an indoor multi-purpose gymnasium, and a range of flexible classrooms (`learning hubs¿) and specialist facilities. The grounds include passive and active play spaces, basketball and netball courts and an oval.
Enrolments are approximately 1240 students. The Student Family Occupation Education (SFOE) index was 0.5707 in 2023. The staffing profile of Fountain Gate Secondary College includes a principal, five assistant principals, 97.4 teachers and 40 full time equivalent Education Support (ES) staff.
Fountain Gate Secondary College provides a Year 7 to Year 12 learning program through the Victorian Curriculum, the Victorian Certificate of Education (VCE), Victorian Certificate of Education ¿ Vocation Major (VCE-VM) and a range of Victorian Education and Training (VET) offerings.
To support the wellbeing and educational needs of our students we have a partnership with Headspace and have an onsite team consisting of: College Wellbeing Leader, Re-engagement Officer, Attendance Officers for each Year Level Hub, Integration Coordinator, Youth Worker, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, Occupational Therapist, onsite psychologists, School Nurse and the `Doctors in School¿ program.
A school-wide Positive Education approach underpins all our interactions. An extensive awards system operates throughout the school, recognising students who demonstrate our school values ¿ Respect, Honesty, Responsibility and Endeavour.
The College successfully competes through several interschool sports, and our Rugby and Soccer Academies support students to achieve excellence both on and off the sporting field.
As part of our 2023-2026 School Strategic Plan, our college has three focus areas:
Fountain Gate Secondary College is committed to providing a high quality educational program that supports all students to fulfil their potential and achieve their goals in life. We have high expectations for all members of our school community, and ensure this is matched with high levels of support.
SC1 Capacity to undertake support tasks in the classroom necessary for English as an Additional Language (EAL) students to be successful learners.
SC2 Demonstrated capacity to communicate effectively in English with members of the school community, including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in a school setting using office systems, educational platforms, software and technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, tutors, education support, students and parents.
SC5 A commitment to professional learning and growth.
Part time M-F
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.
The Multicultural Education Aide:
- Supports EAL learners to reach their potential at school, by assisting them in the classroom and in any catch-up learning programs (such as small group tutoring).
- Communicates directly with families and supports teachers and student welfare coordinators.
- Develops staff knowledge and insights into students' cultural backgrounds, experiences and issues they face.
- Helps to engage parents and carers in their children's education, and school activities and programs.
- Works with students on an individual or group basis in specific learning areas.
- Assists in school communication with families and the broader community, by using their own cultural and linguistic knowledge and skills.
- Assists in liaising with external support services, providers, teachers, tutors, students and their families.
- May prepare curriculum support resources and other materials to support student learning.
RESPONSIBILITIES
- Support teachers' general communication with students.
- Translate basic school notices and communications to the local community.
- Assist students and their families with the transition from one educational setting to another, for example, by gathering enrolment information.
- Assist with the preparation of permission forms and applications.
- Attend and participate in Education Support Staff meetings.
- Participate in the College's performance and development processes in line with DET requirements.
- General duties as directed by the Principal within the requirements of ES1-2.
- Take small group or individuals in classroom for a specific task prepared by the teacher.
- Hear individual students read.
- Assist students to understand difficult concepts, work requirements or instructions.
- Assist students to clarify their ideas in the first language before attempting writing in English.
- Assist with administering literacy/numeracy tests in students' first language.
- Assist students to use computers and set up for lessons.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Communicate directly with families and support teachers, tutors and student welfare coordinators to communicate with families and link families with services.
- Support EAL students in the classroom, explain teacher instructions and work requirements.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
Written response to key selection criteria is mandatory.