Mernda Central P-12 School operates under the Public Private Partnership (PPP) Project. Under the PPP model, the college has been financed, designed and constructed by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management.
The College is located on 70 Breadalbane Avenue, Mernda in the City of Whittlesea. Programs cater for students in Prep to Year 9. The College will grow to Year 12 in 2022.
Our state of the art facility provide the very best in contemporary educational design and promote active student-centred learning through the creation of adaptable, functional spaces.
Our College provides access to an education that is seamless from Prep right through to Year 12 and is divided in to three schools,
- Junior School for Prep to Year 4 students,
- Middle School for Year 5 to Year 9 Students and
- Senior School for Year 10 to Year 12 students.
The College provides access to an education of the highest quality for the young people of Mernda. The students are at the centre of all that we do. They are engaged through stimulating, relevant and inspiring educational experiences that ignite a life-long passion for learning and a strong community connectedness. The College upholds high expectations of all.
Inspirational teaching and quality learning is the cornerstones of our school, and we have an outstanding team who support and challenge students to achieve their full potential. Staff provide a safe and stimulating learning environment for all students.
Teachers and students work in Learning Communities to create flexible teaching options and to better cater for the individual needs of all students. All teachers adopt a shared responsibility for all students within the Learning Community. All teachers and support staff work hard to provide a teaching pedagogy reflective of 21st Century designs, including ICT rich environments and Personalised Learning for all students.
Mernda Central College has exemplary programs and is seen as a prominent school in the areas of STEM, sport, literacy and numeracy, together with Japanese language, visual arts, performing arts and music performance. The aquatic centre is operated by Kings Swim and they provide an outstanding facility for the students to participate in an extensive swimming program. The curriculum and teaching strategies at the college, encourage our students to have high expectations of themselves and their work, and to produce their best.
The School's Student Leadership system at Mernda Central College provides students from all year levels with leadership training and skill development, and there are many opportunities to experience positions of responsibility. Our students relish the opportunity to make decisions, take on responsibility and have an input into the direction of the college.
The college has been designed as a community hub and we encourage community use and additional community facilities and programs through a partnership with the YMCA, CERES and Spotless. The relationships between the staff, students, parents and the community is a fundamental strength of Mernda Central College.
Parent involvement and participation in a variety of college activities is a significant feature of our college life. There is a common community interest to work towards the provision of quality education for students at Mernda Central Community.
Mernda Central College empowers all members of the college community to aim high, show respect, behave safely and value our community.
- provide opportunities for all members to work collaboratively to access a seamless, personalised and innovative education.
- build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential.
- operate as a community hub to promote the development of connected, curious and tolerant global citizens.
SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated 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 in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
[Attendance requirement for this position]
Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.
Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.
Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.
Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.
Performs 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 laboratories would be typical examples.
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.
- Provides coordination support to teachers through rostering and the organisation of the work of a team of aides, including supervision and guidance.
- Conducts routine presentations to parents to assist teachers in communicating objectives and outcomes relating to educational programs and/or students.
- Liaise with external providers of support services.
- Provide medical intervention support that involves a specific medical condition approved by the Department, requires specialised training/instruction that requires regular updating and has clearly defined responsibility for the administration of such support.
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
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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