Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Education Support - Level 1, Range 2
Occupation: Administration
Location: Melbourne - Western suburbs
Reference: 1499812
College Profile
St Albans Secondary College’s vision, values and guiding principles combine to create a safe, supportive and structured environment where every student is guided and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.
We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools. St Albans Secondary College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families and students.
Our commitment to foster the academic and personal development of each student, to provide a high-quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.
The SEAL (Select Entry Accelerated Learning) program is offered to challenge and motivate gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs including the Kwong Lee Dow Scholars’ program, and they consistently gain entry into top level tertiary courses.
A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.
Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.
Creating a strong community is an important part of the College's strength. We actively seek the contributions and participation of families, as well as business and university partners, and our vibrant and growing Alumni program to create the best possible surroundings for our students to learn and grow. Our students benefit from a range of high-quality opportunities to engage with business and community partners through mentoring and leadership programs, and the Alumni program. Our staff are deeply committed to fostering the learning and wellbeing of each student. Parent satisfaction with the school is well above the state average, and reflects the confidence parents and families have in the work we do together.
Throughout 2021, we maintained a sustained focus on guaranteeing precise, highly effective teaching practice in every classroom, including in the online context. Online learning in 2020 provided a springboard for rethinking how we design and deliver curriculum and assessment. As a result, in 2021, we refocused curriculum planners around KUDs (Know, Understand, Do) linked to the standards, and worked with staff to create a clearer narrative and awareness of through lines from standards to assessment. This, in turn, led to a change in how we document curriculum and make it available to students and parents. In Term 4, staff were introduced to the further concept of differentiating their KUDs as part of curriculum and assessment planning, and this will be ongoing throughout 2022.
Differentiation, using the Carol Tomlinson model, continued as a major strategic focus for us. The development of a model, based on Tomlinson's work, to illustrate the 'what' and 'how' of differentiation has promoted greater clarity for staff, and a framework for guiding the direction of future work. Whilst COVID disrupted the planned direction and mode of professional learning, a great deal was still achieved, and this has provided an excellent basis for the work on differentiation in 2022. In particular, the use of 'master data sheets' to centralise and visualise the learning data for each student in Years 7 to 10, and to support staff in the use of this data to differentiate their curriculum, teaching and assessment gained traction. Professional learning on the whole school Literacy strategy was delivered; however, there was a need to pace this work due to the demands that online learning placed on staff. The whole school Numeracy strategy remained in development, and will be introduced to staff in 2022.
Another key priority in 2021 was to deepen the work on resilient mindsets with our school community, especially in terms of developing a framework and language for resilience. There was a recognition of the need to be more explicit in terms of the link between learning and wellbeing, particularly in the context of differentiation. There is evidence of the traction of this work in language used by students and staff, in frameworks and policy documents, and in the systems implemented to keep our community connected during online learning. The experience of our girls in their education was investigated by a working party and recommendations for action developed. This remains a challenge for us, and will continue as an important project in 2022.
Our student learning data, as summarised in the Performance Summary, once again showed that the College is performing above like schools in all areas, and above the State in most areas. These are excellent results given the disruptions to face to face learning due to Covid 19. Our model of online learning, where staff followed the timetable and had contact with students every lesson, either for explicit teaching or application time, provided the support our students needed to be successful.
In 2021, we achieved a mean VCE study score of 30.6, with 8.2% of study scores over 40. This compares well with the state average of 28.9, and 4% above 40. 97% of students satisfactorily completed the VCE. The percentage of students who achieved an ATAR above 80 was 33.8%, and the College’s average ATAR was 71.4, compared to the Stave average of 69.26. These excellent results were obtained through the hard work of the teaching staff, and the engagement and motivation of the students.
St Albans Secondary College is an accredited provider of education for international students. Our reputation for academic excellence has attracted 35 students from overseas who are currently completing their secondary education with us. Our local and international parent communities are integral to the success of this program, and to the support provided to the students.
The school has committed to a sustained program of facilities upgrading in order to improve the learning and work environment for students and staff, and this is evident from the front gate to the sports oval.
We have built a strong, positive school culture where effort and achievement are valued and recognised. The friendly, supportive, caring atmosphere of our school is very often commented on by visitors. Students are able to articulate the high expectations that the staff and parents hold for them and they appreciate this.
St Albans Secondary College is a community where staff and parents work together with, and for the benefit of, students. Staff are deeply committed to the academic progress, and personal development and wellbeing of each student.
1. Capacity to undertake routine support tasks across a range of functions within a school environment.
2. Demonstrated capacity to communicate effectively with members of the school community including students, staff and families.
3. Demonstrated proficiency in the use of office systems, software or technical equipment relevant to the position.
4. Capacity to work cooperatively with a range of people including teachers, education support staff, students and parents.
5. A commitment to professional learning and growth.
The Sub School Assistant will provide administrative support to the Sub School team. The Sub School Assistant will provide reception duties that will include answering phones, directing inquiries and communicating with parents, and providing support to students who present to the Sub School.
The Sub School Assistant will undertake administrative and keyboard duties in support of the Sub School administration this will include:
¿ Use Microsoft Office including word and excel to produce for the Sub School, letters, spreadsheets and reports as required by the Sub School in accordance with the school¿s templates and guidelines
¿ The Sub School Assistant will maintain a diary to ensure there is an awareness of all events and meetings the pertain to the Sub School and maintain the Sub School noticeboard
¿ Extract non-complex data and print standard reports from CASES21 and other software packages as required
¿ Collate the weekly Snippets reports and provide this to the General Office for publication
¿ Update student change of details as required
¿ Prepare and type agendas and minutes for Sub School meetings and Case Management meetings including the provision of data entry and follow up with requests for correspondence to families
¿ Contact family¿s to report student absences as required and provide coordinators with daily absence and lateness reports
¿ Accurately record and update student absence details using the college¿s attendance/timetable software
¿ Maintain a student lateness and detention database and liaise with the coordinators to provide students with detention notices in a timely manner
¿ Provide administrative support to the coordinator to complete documentation as directed this may include, enrolment, exits, excursion forms
¿ Arrange and manage the delivery of student notices for the Sub School
¿ Maintain Student files located in the Sub School office
¿ Liaise with the Office Manager to ensure that all student information is correct and up to date
¿ Reception duties will include
- Greeting students and visitors on entry to the Sub School
- Provide support to students who present at the Sub School
- Answering the phone and directing inquiries to the relevant Coordinator
- Contacting parents as required by the Coordinators
Junior Sub School Specific
¿ Provide administrative support to the Coordinator overseeing the Year 7 Transition Program
Middle Sub School Specific
¿ Provide administrative support to the Coordinator overseeing the Community and Business Partnerships Program
¿ Provide support in preparation for the Beacon Business Breakfast and ABCN Programs
¿ Attend excursions if required
Senior Sub School Specific
¿ Check all GAT forms are completed for all Units 3 & 4 students and submitted to VASS coordinator
¿ Use VASS system to enter student subjects and achievement data as directed by the VASS Coordinator
Other duties as directed
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
Applications must include:
1. A cover sheet providing contact information including email and phone number (address optional).
2. A CV with a summary of experience and qualifications.
3. Specific Key Selection Criteria response.
4. The names, email addresses and contact details for three referees.
For ease of handling by the school, all documents (cover letter, CV and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date.
Applicants seeking further information about the College or this position, are encouraged to contact the General Office on 03 9366 2555, prior to the closing date of applications.