Work Type: Fixed-term - Part-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Melbourne - Eastern suburbs
Reference: 1542549
Operation Newstart Casey (ONC) is one of the five Operation Newstart programs that currently operate within Victoria under the banner Operation Newstart Victoria (ONV).
Commencing in 2008, ONC is an innovative life skill/adventure based innervation program working with students from ages 14-17 who are deemed to be at "educational risk".
ONC functions as an Alternate Settings Program and is a collaboration between 9 Department of Education & Training (DET) Secondary Schools in Casey and Cardinia (Cranbourne East, Cranbourne, Edenbrook, Fountain Gate, Gleneagles, Hampton Park, Kambrya, Lyndhurst and Officer), YSAS and Headspace Narre Warren.
Cranbourne East Secondary College is the "host' school for the program and "host" school for appointing staff for this program.
Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD.
The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 5.4% of the entire cohort, EAL students 7.6%, and >1% of students are indigenous. The 2024 SFOE index is 0.4403.
As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2100 students, and expected incremental growth over the next few years.
The College currently has approximately 235 full-time and part-time staff that compose of teaching, education support, leadership, principal class, allied health, and paraprofessional staff. The Leadership Team is made up of an Executive Principal, 9 Assistant Principals, 14 Learning Specialists, 26 Leading Teachers, and 3 ES Leaders.
Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, SWPBS, and wellbeing.
CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs.
At Cranbourne East Secondary College, we stand by our purpose and motto:
¿Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success.¿
We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our College values of Respect, Growth, Achievement, and Responsibility.
It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.
Strategic focus areas to improve NAPLAN (Reading, Writing, and Numeracy) alongside student experiences, linked to Attitudes to School Survey, are on an upwards trend. There have been marked improvements in AtoSS in 2024 and 2025 alongside an increase to Year 9 students performing in the Strong and Exceeding bands in NAPLAN.
The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency.
English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in years 7 to 9 and offered as electives in year 10.
Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, and Hands on Learning. Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, and annual College Production.
As students move into Senior School, broad and robust Victorian Certificate of Education (VCE) opportunities exist, with or without the Vocational Major (VM). Ongoing growth in our VCE results has led to a consolidation of median student study score of 30 in 2024. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.
Our highly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in our Pastoral Program.
Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.
We recognise and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on trauma-informed practices, SWPBS, and tiered supports.
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.
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.
Attendance is normally not required during term breaks however if attendance is required the relevant staff member will be notified by the Principal or their delegate
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.
Operation Newstart is a partnership program between the Department of Education and Training and Operation Newstart Victoria. It is an intensive 7-week early intervention program that aims to help at risk 14 - 17 year olds make positive changes in their lives.
The purpose of the Youth Facilitator, Operation Newstart Casey is to provide support to the Operation Newstart team, with a particular focus on addressing the needs of participants during and post-program. This will involve working closely with schools, families, and local youth services, and may include providing case management and appropriate referrals (where applicable).
COMPETENCY
KEY RESULT AREAS/RESPONSIBILITIES
KEY PERFORMANCE INDICATORS
PROGRAM SUPPORT /¿ Work with Education Facilitators to identify young people to participate in the program.
¿ Participate in program activities and camps with young people, with a particular focus on leading mental health, behavioural, family and drug and alcohol workshops.
¿ Work with the Education facilitators to address the specific needs of the young people involved as they arise.
¿ Work with local schools to provide ongoing additional support to program participants (as required).
¿ Work with local youth services to provide appropriate referrals in and out of the program (as required).
¿ Work with participants¿ families to provide additional support (as required).
¿ Provide mentoring support and ongoing follow-up for past participants.
¿ Strong working relationships established and maintained with program team to ensure high-quality activities are provided for young people.
¿ Strong relationships established and maintained with families, schools and local youth services to ensure appropriate support is provided to young people.
¿ Follow-up process managed and maintained for 12 months post program
PROGRAM¿ Rosenburg Surveys and other project data collected and collated.
¿ Provide timely and accurate reports to the Program Coordinator, Youth Engagement and Committee of Management, including student progress reports and quarterly reports.
¿ Coordinate external evaluation/s (as required).
¿ Completed reports prepared and sent in a timely manner.
¿ Confidential files and reports filed and maintained in an appropriate manner.
ADMIN SUPPORT¿ Work with the Operation Newstart team to share day-to-day administrative and logistical tasks, including but not limited to:
¿ booking program activities,
¿ preparing participant workshops and materials,
¿ purchasing food for camps,
¿ managing invoices, receipts and petty cash,
¿ maintaining filing system/s
¿ collecting and collating reports, and
¿ preparing for end-of-term graduation ceremonies
¿ Work with the Operation Newstart team to establish and coordinate quarterly Committee of Management meetings
¿ Ensure project administrative timeframes are achieved in a timely and accurate manner.
¿ High levels of administration and customer service to both internal staff and external stakeholders is maintained.
¿ Committee of Management meetings held quarterly.
OPERATION NEWSTART VICTORIA - KEY ALLIANCE VALUES
Operation Newstart staff support each other through collaborative goals and work processes utilising the organisations key alliance values.
ALLIANCE VALUES
ALLIANCE DEFINITIONS
DEMONSTRATED BEHAVIOURS
ACCOUNTABILITYWe take personal responsibility for using our resources efficiently, achieving measurable results, and being accountable to supporters, partners and, most of all, children.¿ Is happy to take responsibility where the necessary skills exist or can be developed.
¿ Is able to learn from mistakes and successes.
¿ Enjoys the idea of a challenge and associated learning.
¿ Actively seeks out development opportunities.
¿ Is able to seek out assistance/resources where required.
¿ Is able to set goals and objectives.
AMBITIONWe are demanding of ourselves and our colleagues, set high goals and are committed to improving the quality of everything we do for children.¿ Works towards and achieves set goals & objectives.
¿ Committed to quality & continuous improvement in work efforts & activities.
¿ Is proactive and pursues relevant opportunities.
COLLABORATIONWe respect and value each other, thrive on our diversity, and work with partners to leverage our global strength in making a difference for children.¿ Can quickly find common ground to solve problems for the benefit of all.
¿ Is fair and reasonable to others.
¿ Is a team player and is cooperative.
¿ Easily gains trust and support of peers.
¿ Encourages collaboration.
CREATIVITYWe are open to new ideas, embrace change, and take disciplined risks to develop sustainable solutions for and with children.¿ Embraces and supports organisational change.
¿ Acts as a change agent and encourages others to embrace change.
¿ Presents relevant new ideas to peers and manager/supervisor.
¿ Is seen as value-adding within the workplace.
INTEGRITYWe aspire to live the highest standards of personal honesty and behaviour; we never compromise our reputation and always act in the best interests of children.¿ Acts with authenticity and is accountable for own words & actions.
¿ Acts with honesty and transparency in all dealings.
¿ Ensures high levels of confidentiality relating to both data and verbal communication.
¿ Behaviour is in accordance with Duty of Care Policy.
¿ Is aware of the impact of own behaviour on others and manages behaviour accordingly.
¿ Can present the accurate truth in an appropriate and helpful manner.
¿ Admits mistakes.
¿ Doesn't misrepresent him/herself for personal gain.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.