Career Support Officer [G-215]

Career Support Officer [G-215]

14 Sep
|
Victorian Government
|
Melbourne

14 Sep

Victorian Government

Melbourne

Melbourne VIC

Reference: 1164622


Location Profile


Fountain Gate Secondary College was established as a Year 7-12 stand-alone school in 2009. It is located in Narre Warren within the south east growth corridor of the City of Casey and in 2019 has a total enrolment of approximately 1,250 students. It provides an excellent, comprehensive education for the Narre Warren community in a secure, supportive and educationally challenging environment.

The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have a well-established relationship with our feeder primary schools through the Fountain Gate Cluster.

This is a strong,

stable and effective leadership team currently consisting of three Principal Class members and eight Leading Teachers. Our School Council are a cohesive group that are actively engaged with the College.

In 2016, the College implemented a Whole School Improvement Plan which involves three stages. The first stage focuses on establishing the right preconditions for learning: setting high expectations, providing strong leadership and establishing an orderly learning environment.

All students in the college have ‘the right to learn’; to support this premise there is a highly effective student management system that operates across three sub schools (Junior, Middle and Senior). This is underpinned by the Code of Cooperation and promoted through our four key values of Endeavour, Honesty, Responsibility and Respect. There is a redeveloped College-Wide Behaviour Management Plan to ensure there is consistency in practice.

The second stage involves focussing on two key areas within the Framework for Improving Students Outcomes (FISO): Building Practice Excellence and delivering a Guaranteed and Viable Curriculum. The College has developed a sound Professional Learning Community framework that aims to build collective teacher efficacy. The third and final stage involves the implementation of the Teaching and Learning Framework and Instructional Model which is underpinned by peer observations and staff Performance and Development. All aspects of our professional learning and improvement plan are directly linked to our key purpose: improving student outcomes.

During Years 7 and 8, students undertake a core program that addresses the eight key learning areas. The College is committed to making real improvements to literacy and numeracy outcomes. The introduction of an innovative literacy intervention model in 2016, involving a literacy coach, intervention teacher and classroom teachers has been highly successful. This program uses the Fountas and Pinnell Levelled Literacy Intervention system and other research based methods. All staff engage in Literacy for Learning professional learning and practice and our College philosophy is that all teachers are teachers of literacy. The Mathematics program from Years 7 – 10 involves a dedicated numeracy period every fortnight. In 2017, the College changed to a five period day to enable teachers to deliver more effective lessons underpinned by an evidence-based learning cycle.

The College is currently redeveloping the curriculum map to reflect improved subject offerings in line with increasing student agency. At Years 9 and 10, students are encouraged to explore their interests and aspirations with elective offerings that can include a VCE subject.

The College has set a clear vision to embed STEM education into the core Year 7 – 10 curriculum program in 2019. A new STEM facility named the Endeavour Centre was opened this year to allow students to develop skills in investigating, analysing and synthesising information, and creating and designing solutions to real world problems. They will develop the 21st Century skills of creativity, critical thinking, collaboration and communication.

The College has a long-standing Alliance with Gleneagles Secondary College and Hallam Senior Secondary College. The three Colleges have adopted a ‘programs approach’ to the selection of subjects at Years 11 and 12. Each program consists of recommended and complimentary studies that provide a clear direction and links to future pathways. Students select their program based on their proposed career choice, learning strengths and personal interests.

Fountain Gate Secondary College is currently offering four senior VCE programs: Biomedical; Commerce; Art, Design & Technology; and Creative Arts. Each program has an extensive range of recommended and complimentary units for students to select. Students can also select subjects unrelated to a program and can access subjects or programs at our Alliance partner schools.

All students are encouraged to achieve their ‘personal best’. An extensive awards system operates throughout the year that recognises student achievement, acts of citizenship and contributions to a positive school community. Our house system contributes to school spirit. The College successfully competes through interschool sports and Rugby Union Elite Program at district, zone, state and national level. Our Future Problem Solving team have attended the international finals in the USA three times to date and this year they achieved first place.

Our High Achievers Program for Years 7 to 10 is well established and has attracted a very positive reputation. Students are selected through an examination, teacher recommendations and interview. Students are exposed to an enriched and challenging curriculum that enables them to reach their full potential.

The College has a strong commitment to providing vocational guidance and programs designed to support students to aspire to achieve their goals in life whether they be a particular career pathway or higher education. We have introduced a Year 9 and 10 Pre-Cal program to support ‘at risk students’ to re-engage in their education. The College is investigating for 2020 a HEADSTART class which will see students working offsite up to three days a week whilst completing classwork for the other two days.

An extensive range of opportunities are offered to develop students’ communication skills and leadership capacity that includes School Captains and Year Level Captains, Student Representative Council and House Captains. Student voice is highly valued in the College.

To support the wellbeing and educational needs of our students we have a partnership with Headspace and have an onsite team consisting of: College Wellbeing Leader, Re-engagement Officer, Attendance Officers for each Sub School, Integration Co-ordinator, Youth Worker, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, onsite psychologists and a School Nurse, and are involved in the ‘Doctors in School’ program.

The Performing Arts area has significantly contributed to the growth of extra-curricula activities. Students are eagerly involved in the junior and intermediate concert bands, contemporary bands, singing, dance and drama. These activities have a focus on participation and enjoyment and culminate in a range of performances such as the Production and the Talent Show.

Fountain Gate Secondary College is and has always been committed to child safety. The College is committed in protecting our most vulnerable students and has developed, implemented, monitored and evaluated risk management strategies to ensure child safety within our College.


Selection Criteria


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.


Role


Monday to Friday

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.


Responsibilities


- Develop School/Community and School/Industry links and to foster meaningful links with the Dandenong Valley Careers cluster and relevant agencies with expertise in employment, training and further education
- Establish and maintain links with employment agencies and further education providers to provide current information for leavers.
- Maintaining the Fountain Gate Secondary College Careers page
- Updating and promoting the use of the Fountain Gate Secondary College’s Career Website
- Answering incoming telephone calls and enquiries
- Diary management
- Assisting students with the creation of student resumes and job search activities
- Develop and maintain current resources on pathways options, vocational education and relevant agencies and to communicate vocational education and student pathways information to students and their parents.
- Organise vocational and further education pathways information events for students and parents
- Liaising with local employers for the development of Year 10 Work Experience
- Various data entry including working closely with the VASS Coordinator
- Demonstrated experience with the Microsoft Office Suite
- Recording and maintaining the destination data and providing post transition from school support
- Assisting with the organisation of the College’s Careers and Pathways Showcase; including event exposure to the wider community and inviting employment and training providers
- Working within a team environment
- Forward thinker and self-motivator.


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


DET Values


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


Other Information


Written response addressing the selection criteria is mandatory.


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.

The original job offer can be found in Kit Job:
https://www.kitjobau.com/job/4868948/career-support-officer-g-215-melbourne/?utm_source=html

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