Occupation:
Education and training
Reference:
*******
Location Profile
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 ****, ONC is an innovative life skill/adventure based innervation program working with students from ages ***** 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 (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in ****. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD.
As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding **** 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 **** and **** 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 ****. 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.
Selection Criteria
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.
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. Qualified 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 **** (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
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 ***** 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
Location Profile
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 ****,



ONC is an innovative life skill/adventure based innervation program working with students from ages ***** 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 ****. 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 **** SFOE index is ******.
As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7‐12 enrolment exceeding **** 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, 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 **** and **** 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...
Enrichment and support interventions are numerus...
As students move into Senior School...
Our highly resourced careers team...
Our college wide, Instructional Model & Professional Learning Teams...
We recognise and value the importance of wellbeing...
Selection Criteria
SC1
Demonstrated capacity ...
SC2
Demonstrated capacity ...
SC3
Demonstrated capacity ...
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.
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
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📌 Operation New Start Program - Youth Worker / Youth Facilitator Es1-3 (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne