Job Description
Location: North West Region | Mildura
Job type: Full time / From 04/11/2024 - 03/11/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1442308
Location Profile
Chaffey Secondary College is a Year 7 to 10 co-educational College with a 2023 enrolment of 700 students, located in the centre of the city of Mildura. The majority of students transition to Mildura Senior College for Years 11 & 12. Students are drawn mainly from four local government primary schools in Mildura with other enrolments coming from other government and non-government schools in Victoria and southern NSW. The college's SFO of 0.635 is indicative of the student cultural diversity which includes Indigenous and students from Tonga, Samoa and Turkey, along with an increasing population of new arrivals from Afghanistan, Iran and other Middle Eastern states.
Our college has redefined itself around our vision of High Expectations for all with a focus on:
Excellence in Teaching and Learning
Building Authentic and Respectful Relationships
Creating Effective Community Partnerships
This is driven by our purpose statement which is: To grow all of our young people academically, socially and emotionally, to be proud of themselves, the school, and the community in a safe and inclusive environment. We will achieve this through our values of Respect, Inclusion, Pride and Responsibility (RIPR). These are the values that we live by and will operate on each day. They will be the focus of how we run our school, classrooms, outdoor areas and community interactions. They underpin our rewards systems and our behaviour modification systems.
Chaffey Secondary College is on a continuous improvement journey with a key focus on student growth in learning and establishing school wide positive behaviour systems. We are a visible learning school embracing the work of John Hattie which is informed by data to construct our instructional model. We are a visible wellbeing school embedding the SEARCH framework by Professor Lea Waters as our language of wellbeing.
The College's curriculum and its supports are designed to meet the specific developmental needs of students as they progress from a core Middle Years program to the Later Years program where there an increasing capacity to select electives and pathway programs, including VET, VCAL and VCE Unit 1 & 2 for some subjects. Students are encouraged to achieve their personal best in their studies, and are assessed against the Victorian Curriculum. In addition, the College provides a range of extra-curricular and after school programs to support, challenge and enrich students. Chaffey Secondary College has a SEAL (Select Entry Accelerated Learning) program and is a member of the SEAL Academy as one of only 40 accredited schools in Victoria and is the exclusive provider of the program in Sunraysia. The college provides a Flexible Learning Options (FLO) program to support students at risk. This program enables students to undertake an individualised program tailored to their educational, wellbeing and mental-health needs. The Clontarf Football Academy was introduced in 2010 with mentoring and an engagement activity that supports Koorie boys has been highly successful. A similar program has been established for Koorie girls, Stars Academy. Both programs aim to develop aspirations for opportunities beyond school.
Selection Criteria
SC1: Demonstrated knowledge and understanding of adolescent development, including the effects of trauma and neglect on the developing brain.
SC2: Demonstrated ability to deliver programs and services in partnership with community organisations, and/or individuals.
SC3: Demonstrated knowledge of and experience in working collaboratively with partner agencies to support the needs of young people.
SC4: Knowledge and experience in case management processes.
SC5: Demonstrated highly developed oral and written communication skills and an ability to interact effectively with people from diverse professional, cultural and linguistic backgrounds as appropriate to the context of the position.
Role
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.
Responsibilities
The primary objective of this position is enhancing the wellbeing and engagement of young people by developing interventions and strategies that engage and meet the needs of Chaffey Secondary College students. The position will work collaboratively with other staff and community agencies in order to support the delivery of programs in a partnership approach to enhance the wellbeing of the Chaffey Secondary College school community via mentoring, case management and program development.
Establish positive links and working relationships with local community agencies and organisations in the delivery of wellbeing services for students.
Assist young people through the provision of information, mentoring and, where appropriate, refer them to suitable local supports.
Case management of students, with a focus on re-engagement and overcoming barriers to attendance.
Collaborate with school staff, Student Support Services and support agencies to develop and implement a range of programs and interventions with students and the school community that foster resilience, improve attendance and address identified needs.
Consistently communicate high expectations for positive social behaviours to students, staff and parents/guardians.
Provide term reports on the outcomes of programs and activities.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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 marrung@education.vic.gov.au
Child Safe Standards
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
DE Values
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
Other Information
Thank you for your interest in this vacancy at Chaffey Secondary College.
Applicants are asked to ensure their application includes (preferably uploaded as one PDF document):
Letter of introduction,
Detailed CV, including details of three (3) current referees, names, phone numbers and e-mail addresses (Most recent employer is preferred), and
A response to each of the key selection criteria.
Day time phone numbers are vital to make appointments for an interview in the event that you are shortlisted.
Applicants must have a current Working with Children card.
Conditions of Employment
All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
A probationary period may apply during the first year of employment and induction and support programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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