The School for Student Leadership (Trading as The Alpine School) is an exciting and unique year-nine specialist school. The school has been operating for 24 years and more than 10,000 students have participated in that time both in Victorian and when an international operation was conducted in China from 2014-2019. It currently consists of four campuses

All campuses are in regional Victoria and include:

¿ Gnurad-Gundidj Campus, Noorat-Glenormiston.

Forty-five students live, learn, work, play, recreate and undertake adventures at the schools in a unique (in State Education) highly supported leadership education program. The school has modelled the educational program on an Experiential Education model, and at its core has a project/ inquiry learning and social-enterprise focus.

A highly developed curriculum, pedagogical, assessment and reporting approach relates to the Victorian Curriculum F-10 Capabilities.

An extensive outdoor, environmental and adventure education program is an embedded part of the school learning program. All students participate fully in this as it is an essential component of the character education aspect of leadership and experiential education.

While the school has a highly developed outdoor and adventure education curriculum that honours the DoE and Outdoor Education Policy and operational provisions, the teaching and learning program should be of particular interest.

The curriculum revolves around nine learning concepts that have evolved out of the school values and align with and reflect the F-10 Capabilities. The school recognises that the concept of leadership is contested and has an agreed position that these concepts combine to measure this construct.

The main visible outcome of the program is the Community Learning Project. This is a student-led and driven project that students implement on return to their home communities upon returning home.

A CLP is referred to as triple ¿ ¿A¿ rated learning because it is:

· Authentic. It is genuinely developed and delivered by students

· Agentic. The project is owned by the students, and they have control over it.

· Actioned. The students have to DO something to deliver a project. Leadership is a ¿verb.¿

The action component is important. The school values and notes that leadership is an action not a position or title.

Core moral purpose

- best practice middle years education, including appreciating the works of Pendergast (2017) Teaching Middle Years and Bandura (2005) Self Efficacy Beliefs of Adolescents.
- a contemporary interpretation of the adolescent "rite of passage',
- "long service leave" for year nine students, as applied to many Australian industrial settings,
- reinterpretation of contemporary paediatric and adolescent psychological research as applied to education,
- understanding the implications of a student-centred approach to education including
- Maslow¿s (1943) Hierarchy of Needs
- Glasser¿s (2000) Choice Theory

- what it means to be a learner in the 21st Century and connection with Nature (Louv).
- An interpretation of Tuckman¿s forming-storming-norming-performing model.

Roles and responsibilities specific to the setting

- The Principal is the instructional leader in the school, the Ex-Officio member of council, direct line-manager to all staff but delegates this responsibility as required.
- The school Principal is currently primarily based at Snowy Campus and will be often mobile.
- The Campus Principals and the Leading Teachers with the Generalists will form the core of the teaching staff.
- Leading Teachers will be familiar with aspects of contemporary DET management practices.
- The Business Manager has a vital advisory role with both the Principal and the Campus Principals in making and supporting resourcing decisions.
- The Education Support Staff are intrinsically connected to the successful outcomes that the school aims for.
- The kitchen and catering model is critical to the success of the learning program and the staff follow a common approach to healthy food for growing adolescents.
- The school has a Community of Practice approach to ensure high quality outcomes for students, to ensure consistency of practice between teachers, classes, care and supervision, ICT, ICT management, catering and food provision, outdoor and adventure activities, campuses, and days, uses evidence and data and privileging time for school strategic goals.

The operational budget of the multi-campus school is in the order of $9-$10m per annum. The school generates a cash income through parent contributions via home schools.





the governance and leadership model of the School for Student Leadership is unique in the Victorian Education system. The Governance and Leadership models comprise one School Council and a single Principal. The school council, nominated by the education minister, consists of highly regarded members of the Victorian community. There are past students, industry, education and Koorie community representatives on the school council.

the school has a MOU relationship with VAEAI and KAE to ensure the program is accessible for Koorie students and is culturally inclusive.

the School Principal, Business Manager, Campus Principals and Leading Teachers form the School Leadership Team.

the Business Manager is the Secretary of the School Council and has a close working relationship with the Principal, School Council President, and Finance Committee.

the campus principal and leading teacher comprise the leadership team at a campus. The LT oversees the pedagogical program.

the Digital Technologies Coordinator leads and implements the ICT program across the school.

With this model, a member of the leadership team can be on-site at the school on at least one campus most days as the operation of the organisation is 24/7.

Generally, the Principal is on call 24/7 for the entire program duration each term.

the school, as a co-educational residential school, has two accommodation wings primarily dedicated to students who identify as either male or female, and has a highly trained team of teacher and non-teacher support staff to maximize the desired educational outcomes.

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

[Attendance requirement for this position]

An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction. This may include coordination of other education support class staff within the work area or educational program.

An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

- Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
- Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
- Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.




- Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

Responsibilities

- Provides routine support for teachers including assisting with planning of student routines
- Supports communication between teachers and parents
- Communicates with teachers on routine matters related to students and/or other responsibilities
- Provides basic physical care and wellbeing support for students such as toileting, meals, and lifting
- Communicating with student/s to support comprehension of basic tasks and information
- Addresses immediate behavioural presentations relating to specific students within a classroom setting aligned to school policy and procedure
- Provides basic support and supervision for individuals or groups of up to 4 students within a classroom setting
- Supports teachers in the coordination of educational programs independently or under minimal supervision, including rostering and organising the work of a team of aides, providing routine co-ordination, guidance, and support to other student support staff, liaising with external providers of support services about clearly defined support needs and resources, assisting teachers with the communication of student outcomes and educational programs
- Provides medical intervention support to a student/s, under specific conditions, with appropriate training and guidance
- Provides specialised communication support for students and teachers in areas such as AUSLAN and braille

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 (seeWorkplace 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*******@education.vic.gov.au

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 protected 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

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 https://www2.education.vic.gov.au/pal

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