Job type: Full time / From 28/01/2025 - 26/01/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1455373
Location Profile Melbourne Girls' College is an innovative learning community that believes every student can lead and achieve. We invest in every student's academic and personal needs to ensure we have growth for all.
Our vision is to focus on the development of:
Personal, social and emotional wellbeing Creating global citizens, who are ethical leaders with a sense of stewardship for the future Academic growth, including in the areas of Science Technology Engineering Art and Mathematics (STEAM) Sporting endeavours, particularly in rowing and aerobics Artistic endeavours, particularly in performance, visual arts and music Social endeavours, particularly in the promotion of diversity, sustainability and philanthropy. Excellence - We value the pursuit of excellence in our achievements and aspirations while always striving to give our best.
Teamwork - We know we can achieve so much more when we work and learn collaboratively.
Diversity - We are a richer community when we are authentically inclusive, embrace difference and promote creativity and innovation.
Melbourne Girls' College (MGC) was established in 1994 on the original site of Richmond Secondary College, which was closed in 1992. The College was envisaged as an innovative and exemplary environment for girls' education. From humble beginnings of 300 students, today the College has flourished and grown to become a vibrant community of over 1400 students. We continue to honour the original vision of our founders and are proud of our reputation as a creative, safe and supportive place of learning characterised by academic excellence, teamwork and diversity.
The college has students coming from diverse backgrounds and over 60 nationalities including a strong International Students Program. The staffing profile of Melbourne Girls' College is made up of a College Principal, 3 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 81.63 Teachers, 24.37 Education Support staff, and a Business Manager.
In our short history, our reputation for excellence has grown so much that demand for enrolments exceeds available places. One reason for this is that MGC has consistently performed well in terms of academic excellence and university entry as well as in vocational pathways, reflecting our broad, inclusive and rigorous educational approach. We are proud of our diverse school community and our ability to support every student within our school community to achieve best outcomes.
While our academic achievements are a publicly recognised strength of Melbourne Girls' College, we are equally committed to the personal, social and emotional wellbeing of our students. We recognise the intrinsic link between wellbeing and effective learning and have adopted a whole-school approach to wellbeing based on the Visible Wellbeing Framework.
The college's house program creates a sense of belonging, and fosters enthusiasm, teamwork and leadership across a range of activities including annual swimming and athletics inter-house competitions. In addition to the sporting competitions, there are competitions in music, art, debating, chess, and public speaking.
The college prioritises and celebrates success and growth in the whole person and MGC has a strong focus on sporting endeavours, particularly in rowing, aerobics, dance, and other school sporting programs. The college invests in creative, artistic endeavours and experiences for students, particularly in the performing and visual arts and MGC has a thriving Australian Airforce Cadets program. The Sustainability Collective and environment projects are well known in the local and wider community.
In recent years MGC has developed a range of new facilities, ranging from a STEAM centre, and now a 400 seat Performing Arts Centre to serve both the school and the wider community.
Selection Criteria SC1 Demonstrated interest in working with young people to promote positive mental health and school engagement. SC2 Demonstrated highly developed communication and interpersonal skills, including the ability to work collaboratively and network with a wide range of people within the education and wider community. SC3 Capacity to assess and prioritise students' needs to ensure the implementation of tailored support at school or through external providers. SC4 Demonstrated experience in initiating and coordinating supports for young people with complex needs including referrals to a range of specialist services as appropriate. SC5 Demonstrated well-developed counselling skills and understanding of evidence-based practice. SC6 Strong ability to act professionally and ethically, with awareness of confidentiality, school policy and duty of care requirements. 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 In collaboration with wellbeing staff assist with supporting students by monitoring the wellbeing space and triaging student presentations/referrals. Provide effective student case management e.g., coordinating school-based supports for students with complex needs, contribution to care teams. Develop community partnerships to strengthen student wellbeing, build the capacity of our school community, and enable equal access to education. Maintain a small caseload of low to medium risk students to monitor welfare or provide brief, targeted intervention as appropriate. Participation in meetings and planning sessions with the Wellbeing Team and wider Student Engagement and Wellbeing Team. Facilitate access to resources through relief agencies for students in need e.g., State Schools Relief Fund. Contribute to the development and implementation of procedures and policies regarding the wellbeing of students, and follow existing policies and procedures (e.g., MGC policies, Child Safe Standards, mandatory reporting, DE requirements). Keep accurate and thorough written records of activities and client contact while maintaining confidentiality. Assist with the management of critical incidents and emergencies. A tertiary qualification in an Allied Health field (social work/youth work other) is desired, though relevant experience will be considered.
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.
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.
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.
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