Location Profile
Mount Ridley P-12 College was founded in **** and is located in the City of Hume, one of Melbourne's rapid growth corridors. Situated on an 11 hectare site along Hampton Street in Craigieburn and approximately 26 kilometres north of the CBD, the College includes provision for both primary and secondary students with an enrolment figure of approximately **** students across the whole College. The current College's Student Family Occupation (SFO) index is 0.59 whilst our Student Family Occupation and Education (SFOE) index is 0.48. Although these figures indicate a high level of family social disadvantage, increased funding levels provided by the Education Department aim to assist with raising the educational outcomes of our students. The College offers curriculum provision and facilities for students in Prep to Year 12 governed by a single School Council. It incorporates an innovative and flexible design to meet new and changing pedagogical approaches to State education. Located adjacent to the Maternal and Child Health Service developed by the Hume City Council, the College works closely with the Craigieburn Child and Family Centre in integrating learning and teaching programs so as to achieve a seamless transition into primary school. Adjoining recreation facilities established by the Hume City Council, Stockland, the AFL and the Calder Cannons Football Club are also providing opportunities for shared ventures. The College has developed a Community Garden project which is focussed on providing students of all ages with the opportunity of learning, applying and sharing practical sustainability and healthy living skills. The College has four Mini Schools: • Early Years (Prep – Year 4); • Junior Years (Years 5 – 7); • Middle Years (Years 8 and 9); and • Senior Years (Years *******). An extensive senior leadership team structure consisting of Principal Class members, Leading Teachers and Learning Specialists, assisted by Administration Staff, supports students, staff and families in each Mini School.
Mount Ridley College is defined by:
A well balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development;
Challenging, cutting-edge and creative approaches in learning and teaching practices that embrace the delivery of cross‐curricula programs, including the extensive use of Applied Learning Tasks for Prep to Year 9 students and a full range of post compulsory pathways for Years 10 to 12 students;
Highly skilled, versatile, dedicated and caring staff committed to life‐long learning and developing the full potential of each student through the implementation of an effective personalised learning program;
The active participation of staff in collaborative PLCs (Professional Learning Communities);
Shared educational responsibility between parents, staff and students;
Seamless transition for students as they progress through their various stages of development;
Effective channels of communication that promote trust, positive interactions and strong links with the wider community.
Selection Criteria
Formal qualification or equivalent experience in either community development, education or early childhood.




Strong interpersonal and cross‐cultural communication skills that demonstrate an ability to create positive relationships with families and involve these families in activities and decisions.
Knowledge/experience of working with families from diverse backgrounds especially culturally and linguistically diverse families, recently arrived and refugee families.
Strong networking skills and experience developing partnerships with other agencies to work together on a shared goal.
Ability to plan, set up and coordinate multiple projects that support the community and builds their capacity and skill level.
Role
This position is Monday - Friday: 8:45am - 3:15pm. 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
Administration and Management
Participating in monthly hub leader meetings and professional development.




Preparing regular reports and sharing lessons and case studies with your support agency/Community Hubs Australia.
Assisting with the preparation of acquittals and evaluations of the program.
Communication
Communicating effectively, objectively and sensitively (where required, observing matters of confidentiality) with students, staff, parents/guardians and community agencies.
Promoting Hub activities.
Exchanging information with relevant members of the Student Wellbeing team and members the Principal Class team.
Producing regular articles on pertinent issues through the College's newsletter and other methods of communication.
Records Management
Maintaining records of activities and participants in Hub programs and activities.
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 [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.
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 .
DE Values
Responsiveness
Integrity
Impartiality
Accountability
Respect
Leadership
Human Rights
Other Information
The successful applicant will be required to possess a Level 2 First Aid Certificate upon commencement of the position.
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
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📌 Community Hub Coordinator (Melbourne)
🏢 Government schools
📍 Melbourne