Ed Support Level 1-range 2 - Daily Organiser/timetabler/facilities/buses (Ed Support Level 1-range 2)
The staff, students and community of Neerim District Secondary College have implemented significant change over the past eight years. Most notably the College became a pilot school for the Positive School Wide Behaviours Program. The data in this document reflects that this program continues to be successful in increasing student connectedness to school. Student academic achievement too is on the rise. In 2018, the school had 41% of students who made High Learning Gain in Writing. Both Spelling and Grammar and Punctuation Learning Gain results reflected state averages, although the latter results were slightly higher. Reading Learning Gain results indicate that we have work to do in this areaThere were 38% of students that achieved low learning gain and only 19% high learning gain.
VCE results in terms of All Study Mean, was slightly above state mean but generally has remained at around state mean for the last 4 years. The school is using Equity Funding to timetable additional English classes which focus on a student’s individual learning needs, as well as to fund smaller class sizes.
The school is a member of the Tarago Education Community (TEC), along with the local primary schools. The TEC was responsible for implementing a viable and ongoing Mandarin Language Program Prep to Year 12 and has assisted many students, parents, and teachers to visit China. Neerim District Secondary College continues to place a strong emphasis on its students becoming globally ready citizens through the Mandarin Program, hosting Chinese visitors, and taking up opportunities to learn in China.
The College has an active Student Leadership Action Group (STAG). This group is made up of students from all year levels. They regularly run assemblies, school events, and make decisions about uniform, daily organisation at the school, student rewards, and other relevant issues.
NDSC has had a strong focus on building practice excellence through a strong College focus on writing. The results of this has shown marked improvement. in learning gain. Despite undertaking work on Marzano's "Art and 'Science of Teaching", there is little evidence that this has become embedded in teacher practice. The introduction of an agreed model of instruction will be implemented in 2019.
The school has invested a lot of resources into ensuring NDSC has a positive climate for learning. It has a strong wellbeing structure and the staff are committed to improving student efficacy. The Positive School Wide Behaviours Program has embedded a set of values and behaviours that reflect a strong sense of school community. A learning coach program has been introduced to ensure that every student remains on track and develops learning goals.
Students at our College continue to enjoy the benefits of small class sizes: 1:1 support, timely feedback, quick intervention, and a safe and orderly learning environment. Students in Years 7 – 10 Mathematics and in Years 7 – 10 English are pre-tested prior to each topic and then grouped based on ability. This allows teachers to provide learning at the exact stage of each individual student’s Mathematical and English development. All teachers at the College work together in small teams to develop curriculum which is challenging and engaging. The College, along with other local secondary schools, is a founding member of the Trade Training Alliance. Our students have access to state-of-the-art facilities at the Baw Baw Training Centre in the areas of building, plumbing, and automotive. Through the ENHANCE program, the College is pioneering one-on-one programs for talented students, which includes access to summer classes, on line courses, tutoring, and additional learning opportunities through excursions, mentoring, and elite coaching. All students at NDSC have a Learning Coach who supports them to achieve their best.
In 2019, a strong focus on reading and developing an instructional model to improve instructional practice. A Literacy Plan will also be developed to ensure a college wide approach to improving student outcomes.
The students at Neerim District Secondary College adhere to the principles they developed in the Positive Behaviours Matrix: show respect, be committed, and work together. Student Attitudes to School Survey data continues to show that the students at NDSC believe their school, and their behaviour is above that of the network, region, and state when compared with other secondary schools. Student Attendance in 2018 dropped away with an increase of students in the 80-95% attendance range. In 2018, the College will develop and implementation plan to improve processes and education around the importance of attending school.
Student and staff wellbeing at the College is valued, and the school is committed to seeing this continue. Our vertical home group structure (based on our house system) allows not only for student leadership, but also provides a daily forum where students can raise issues, receive support, and contribute to the daily life of the school. The STAG group is another avenue for students to express their views and opinions. Home group teachers worked with their groups to further elaborate on students understanding of respect: respect for self, in relationships, within the cyber space and in interpersonal relationships. In 2018, all students had a Learning Coach to support them with their studies.
The College operates a very strong Wellbeing Program with a Wellbeing Team Leader, School Nurse, Psychologist, Chaplain, and Integration Coordinator, a doctor and a nurse. The school is recognized as providing outstanding support to students with disabilities, and our small size allows us to be flexible in providing additional programs for both talented students, and those with special needs.
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.
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.
Time Table/Daily Organisation/Buses/ FacilitiesTimetable
- Prepare and revise the College timetable (using the First Class computer application) as required.
- Liaise, as required, with the College Principal, Assistant Principal, staff members, MY and LY and Careers Leader and KLD Leaders.
- Complete the timetable in time for Step Up program (Week 6 Term 4), and where possible, prior to the end of each term as necessary.
- Maintain up to date student enrolments on Compass.
- Ensure the timely distribution of a new timetable so that effective daily planning can take place.
- Ensure that Middle Years and Later Years Leaders have student timetables.
- Undertake Professional Development in the use of First Class as appropriate.
- Make alterations/changes throughout the year as needed.
- Integrate the timetable into Compass and maintain the Compass file throughout the year.
- Ensure that all classes are covered on a daily basis.
- Liaise with the College Principal, Assistant Principal, Business Manager and wider staff on matters of staff absences or school events.
- Keep up to date records of staff absences.
- Allocate extras equitably (in accordance to the EBA) and communicate replacements to relevant teachers.
- Keep the College diary up to date.
- Communicate upcoming events to staff.
- Liaise with DET, PTV and bus lines to ensure all students have access to buses and that stops are safe.
- Liaise with Network schools to ensure all students have access to buses and that safety measures are in place.
- Organise for 2 Student Captains for each bus and maintain a line of communication between yourself and Captains regarding student behaviours.
- Communicate with parents of students that access the buses.
- Keep accurate and up to date bus lists.
- Ensure that the College Principal, Assistant Principal and office staff have up to date and accurate bus lists.
- Ensure that all buildings and grounds are kept in good order and that OH&S issues are attended to.
- Manage the work of the College Maintenance man.
- Manage all contractors and ensure that all OH&S and Child Safe compliance is adhered to.
- Liaise with cleaning staff to ensure all buildings are kept clean and tidy.
- Manage the Emergency Management Plan
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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.
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
Please ensure that your application includes:
- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- names and contact numbers (telephone and email if possible) of two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
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