Occupation:
Education and training
Reference:
*******
Location Profile
Bemin Secondary College
Two Campuses ¿ Countless Opportunities
Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community.
Separated by only 1.6km, our Junior (7-9) and Senior ******) campuses are located:
35 minutes¿ drive from the Melbourne CBD
15 minutes¿ drive from Point Cook
15 minutes¿ drive from Caroline Springs
21 minutes¿ drive from Yarraville
26 minutes¿ drive from Essendon
Community hubs ¿ indoor gymnasium courts; food kitchens, music and drama/dance studios
Specialised Visual Arts (including Ceramics) and Technology (Design, Media & Digital) buildings
Specialised Science buildings
Learning Neighbourhood Buildings
Libraries and resource centres
Wellbeing & Inclusion areas
Vision
At Bemin Secondary College,all students will be empowered to achieve their individual best learning and wellbeing outcomes.
The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.
Mission
Bemin Secondary College¿smission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values.
The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood.
All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.
At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community.
All teachers have the opportunity to work across both campuses, based on qualification and experience.
All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program.
Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement.
It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re‐teaching of all students' behaviour expectations and routines.
All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.
Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.
Teaching and Learning
Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation.
Collaborative planning is central to the delivery of an engaging curriculum.
An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.
Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion.
The Schoolstrongly advocates and teaches young people the importance of learning and behaviour routines to achieve maximum success at school.




SC1 Demonstrated previous experience in management and office administration including Careers Education, VET, Work Experience and Structured Workplace Learning
SC2Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills
SC3 Demonstrated capacity to build productive relationships with key stakeholders within the school, across the education sector and wider community to provide organisational benefit.
SC4 Demonstrated ability to monitor, assess and respond to school pathways, engagement and transition data
SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
Role
[Attendance requirement for this position]
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 **** (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
Vocational Education and Workplace Learning
Qualifications in Careers Education desirable but not essential
Complete VET enrolments and communicate this with Careers Leading Teacher.
Support the Year 10 Work Experience Program and Structured Workplace Learning - including creating a database of employers, monitoring student placement, processing forms and compliance.
Follow up on VET records including VET reports, VET concern forms and attendance.




Ensure VET documentation is accurately completed and provided to the VASS Coordinator for data entry.
Provide support for the administration and duties in relation to Morrisby Year 9.
Assist with the planning of career related activities and the Career expo.
Assist with the auditing of Career plans.
Update Career Hub resources as required.
Administration and Compliance
Maintain accurate records of student participation in VET, SBAT, SWL and work experience programs.
Complete contracts for VET and create invoices for payments.
Ensure compliance with Department of Education policies, Child Safe Standards and workplace learning requirements.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
Diversity and Inclusion
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 ******
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.
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:
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:
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.
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
Applications close Thursday 22 October **** at *****pm
#J-*****-Ljbffr

📌 Careers/Vet Education Support Administrator - Respect, Excellence, Innovation, Community (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne