Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Education and training
Location: Melbourne - Western suburbs
Reference: 1504519
Melton Secondary College serves approximately 1400 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.
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. In 2024 we are introducing a 9-day face-to-face fortnight option for our staff. This will allow 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.
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 writing and social emotional learning assessment. 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 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2 Demonstrated capacity to work and collaborate with others in a team environment.
SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
SC4 Possess the technical knowledge and expertise relevant to the position.
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6 A commitment to professional learning and growth for both self and others.
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 responsibilities of the Numeracy Aide will include- but are not limited to- supporting identified students within the mathematics classroom setting to build on their existing knowledge and skills and to reach co-constructed learning goals. Students may also be withdrawn from class to work in a small group setting with the Numeracy Aide. This will be done under the direction and supervision of the classroom teacher and will largely take place within junior classrooms (years 7-9).
Other responsibilities may also include:
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