College profile: Hallam Senior College – Linking Learning and Life
Hallam Senior College (Years 10-12) services a diverse residential district within the rapidly expanding South Eastern Growth Corridor. The College draws students from varied social, economic and cultural backgrounds and recognises and values the diversity of its community.
The College values relationships built on respect and responsibility where the relationships between people, learning and the environment frame our actions.
The College is committed to providing an excellent education for all students in a secure, supportive and educationally challenging environment.
It provides comprehensive programs at Years 10-12 through a broad range of VELs/AUS VELs, VCE subjects, VET certificates and VCAL programs all leading to further education, employment and training.
At Hallam Senior College we believe that all students can learn, achieve, succeed and excel. Our aim is to prepare young people to confidently and successfully embrace the challenges of life.
In 2019 there are approximately 730 students coming from 70 different schools to enrol; with a significant number of other students who travel to the school for a subject. The school is an RTO and offers a significant VET program alongside more than 40 VCE subjects and all levels of VCAL. Hallam Senior College is a diverse and inclusive environment where all students and their selected pathways are respected and valued.
Our students are at the centre of our thinking, planning and actions. We aim to ensure that we provide positive learning experiences for every student in a young adult environment. The relationships we forge with students and their families are critical elements of a student’s success at this important stage of their learning. We provide additional services by way of pathways planning advice, student support services and careers advice.
Our Staff are highly valued and ensure quality of delivery across all subjects and certificates. They are passionate about their subjects and certificate areas and work hard to ensure that they assist students to achieve their best.
Unique features of the school include
- Grouping students in Sub Schools that link subjects and programs of their areas of interest for pastoral care and administrative purposes.
- The Eumemmerring Alliance, a partnership with Gleneagles SC and Fountain Gate SC, enabling students to travel between our schools to access a subject.
- Relationships with Doveton College and Timbarra P-9 for the successful transition from schools that complete at year 9.
- A significant VET in Schools program where students from a large number of schools from the SELLEN cluster access certificates.
- Sports Academy, a select program, enabling students who are passionate about their sport to have opportunities to participate in a high quality program alongside their senior studies.
- VCAL programs that offer some specialisms alongside the general program where students are at school for five days.
Hallam Senior College is also the lead school in a number of significant programs including
- A Trade Training Centre, where the facilities enable exceptional training in traditional trades.
- Teaching Academy for Professional Practice, a partnership with local schools and Deakin University.
Linking Learning and administration - Subjects are grouped into programs. Programs are grouped into Sub Schools. The Sub Schools are the cornerstone of communication and administration for students and their families. Attendance and pastoral care are administered this way ensuring that students in each sub school have a group of adults who know them well and monitor their progress.
The Sub Schools are:
- Traditional Trades and Technologies
- Arts and Humanities
- Sport and Health Sciences
- Science, IT and Commerce
Child Safety Policy
Hallam Senior College is and has always been committed to child safety. This requires the College to develop, implement, monitor and evaluate risk management strategies to ensure child safety in school environments.
- Case management of internally referred students and liaison with relevant workers for students who are clients of DHHS
- Demonstrated capacity and experience developing holistic programs and implementing interventions that foster resilience in young people, address their physical, social and emotional needs, and that support positive attitudes to school and learning.
- Demonstrated ability to build positive and supportive relationships with adolescents and their families/carers.
- Demonstrated ability to provide advice, professional learning / briefings on student wellbeing and relevant programs to teaching and other support staff.
- Demonstrated ability to establish and maintain high quality professional relationships in a multi-disciplinary team involving other specialist professionals, teachers and external agencies.
- Demonstrated ability to record data and maintain formal records, organise work priorities, maintain confidentiality and display integrity.
- Demonstrated ability to actively promote the safety and wellbeing of all students, in line with the Child Safe Standards.
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.
- Adhere to and promote the Child Safe Standards and linked local and DET policies and procedures
- Ensure that privacy and confidentiality principles are adhered to when communicating personal or health information
- Work professionally and collaboratively with teachers, team members and leadership to develop, enhance and implement whole school policies and preventative programs
- Work within established college structures and processes including attendance and participation at relevant meetings
- Maintain up to date data on students and accurate records of student/family contact and interventions
- Support emergency management and critical incident procedures and debriefing
- Engage in relevant professional learning and the performance and development review process
Other Responsibilities, including but not limited to
- Direct support and intervention
- Case management of internally referred students and liaison with relevant workers for students who are clients of DHHS
- Provide counselling support and guidance to students, including facilitating mediation between students
- Provide group programs for students with identified needs
- Provide education and information on strategies to students to manage health, social and wellbeing issues relevant to adolescents
- Provide assistance to families and students to access material aids where required
- Liaise with relevant agencies and support services and facilitate access to services and agencies to meet the health and wellbeing needs of students
- Provide crisis management as needed
- Provide support to staff to assist with the implementation of strategies that improve engagement of students at risk
- Assist in the transition of new students to and out of the college
- Assist eligible students with applications to access programs that assist their transition to further education or training or special provision for assessment
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
APPLICANTS PLEASE NOTE :
Applicants should provide contact details for at least 3 referees including fax number or email address together with a mobile phone number.
Referees other than those nominated may be contacted.
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.
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