Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 3
Occupation: Education and training
Location: Gippsland - South Gippsland
Reference: 1483949
Established in 1955 and located in the South Gippsland Shire, Mirboo North Secondary College is a small rural college. We are proud of our long history as a community-oriented College offering a high-quality education to all students. We emphasise the merit of a robust partnership between our students, staff, parents and the local community. Mirboo North Secondary College is a modern, well-appointed single-campus college with a population of approximately 345 students and 50 staff members.
MNSC is a Year 7 - 12 setting with a close working relationship with Mirboo North Primary School; including shared administration building, library and student services arrangements. The College culture is based on our vision and our core values consistent with a proud academic history and focus on - Respect, Trust and Pride. We balance this with essential Literacy and Numeracy mastery to ensure our learners know how to strive, to improve, to be their best and succeed.
We are extremely proud of our strong sense of community and we embrace individuals' differences and learning needs. Promoting and modelling respect, positive attitudes and behaviours is our core approach to teaching and learning. Strong mutual respect between our students, staff and the parent/carer community enables high expectations and we all aspire to improve student outcomes.
We are a Respectful Relationships school and endeavour to prepare our students for the social, emotional, physical and technical skill requirements for jobs of the future. Skills development is fundamental in our whole-school curriculum and our staff collaborate to guarantee our planning and classroom strategies encouraging the growth of every individual. We want all students who learn at Mirboo North Secondary College to build healthy relationships, resilience and confidence in themselves, so that whatever their chosen pathway, they move into their future as well-rounded and capable of meeting challenges.
Our Student Representative Council, known as VOS, Voice of Students, plays an active role in providing feedback to staff and College Leadership about our Teaching and Learning Program. VOS members lead various school and year-level assemblies, as well as leading aspects of our House Cup system, the development of our annual school magazine, managing sport equipment lunchtime borrowing and incorporating awareness days for a variety of campaigns and initiatives that are important to our community.
Student management is organised in Middle School, Year 7, 8 and 9 and Senior School, Year 10, 11 and 12, with each led by a 3-staff member coordination team. At Year 7 and 8 students undertake a broad learning program to experience subjects across all domain areas and then at Year 9 and 10, students are guided to select a more personalised range of elective subjects to tailor their learning program. Teaching and Educational Support staff are passionate about education and working with young people in a safe, positive, challenging and caring environment.
The overall curriculum program from Years 7 - 10 affords students the opportunity to develop skills necessary to transition well to their chosen senior secondary certificate pathway.
Both VCE and VM pathways are offered for Year 11 and 12 students to complete their senior secondary school certificate and both pathways, accommodate the option of undertaking Vocational and Educational Training (VET). We have strong links with several external TAFE and RTO providers to enable this as well as being closely linked with the HeadStart Program. University enhancement programs are available options for capable students who are encouraged to compete at this level.
Please contact the College at any time or visit us at https://www.mnsc.vic.edu.au for further information about our curriculum, programs, approach to teaching and learning or our vision for the College moving into the future.
SC1 Demonstrated ability to support, mentor & guide a diverse range of people with respect, empathy and kindness, including conflict resolution.
SC2 Proven ability to build and maintain strong positive relationships with stakeholders.
SC3 Demonstrated ability to maintain detailed records using your high level ICT skills & knowledge.
SC4 Ability to work as part of office-based teams using agreed systems and processes.
SC5 Demonstrated high level verbal and written communication skills with children, families, staff, leadership and the wider community.
Attendance during school holiday periods is not required
· This full time, non-teaching role focuses on building positive relationships with students, by promoting & modelling a culture of respect, trust and pride.
· Your opportunity in this role will be to be part of a school which aims to make positive, meaningful impacts of the lives of young people
· You will work with a dedicated team to effectively manage student behaviour and to help ensure the continued running of our positive & welcoming school environment.
· The ideal candidate will have experience working with young people and a passion for supporting student welfare.
· You will have demonstrated skills to handle challenging situations with patience and professionalism.
· You will liaise with teaching staff & leadership in order to support the learning and pathway development of students in Years 7 to 9.
· In this role you will advocate for the academic and wellbeing needs of students and their families while working within the systems and structures of the DE; including Disability & Inclusion, Enrichment & Extension and the SSS team.
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.
KEY RESPONSIBILITIES AND DUTIES
- Build and maintain strong, positive relationships with students; acting as an advocate for students; learning and well-being; first and foremost.
- Support & enhance the development of a respectful and inclusive school culture within the SWPBS framework.
- Manage student behaviour in a positive, fair, and consistent manner; de-escalating students behaviour when required.
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
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.