Craigieburn Secondary College is situated 25 kilometres north of the city centre and is set on large, picturesque grounds shared with Craigieburn South Primary School. The College enjoys excellent grounds and facilities including a 300 seat Performing Arts Centre, Industrial Kitchen and a State of the Art Science Centre. The grounds include lawn and passive areas and astro-turf playing fields that incorporate basketball, volleyball, rugby, soccer, cricket and a running track. Traditional sporting facilities include a gymnasium, asphalt basketball courts and grassed football and soccer fields.

Knowing that education makes a significant difference to the lives of young people, our vision is 'to be an environment in which every student achieves their highest potential'. In this pursuit we have high expectations of students, teachers and parents and we provide structures and processes that facilitate the implementation of a consistent and rigorous student learning program.

Values fundamental to the College are Respect, Responsibility, Achievement and Community. The College provides a learning environment that is safe and supportive and encourages purposeful work, equal access to, and opportunity to achieve success in a challenging comprehensive curriculum at years 7 to 10. The School Wide Positive Behaviour Support framework guides our practices across the college, ensuring positive relationships are established and nurtured between students, teachers and parents.

Demographics

The College has an SFO 0.6870 of and SFOE of 0.5997. The current enrolment is 1013 students and growing steadily. There are four Principal class members, nine leading teachers and EFT seventy five teaching staff and twenty five education support staff.

Craigieburn Secondary College has over forty different language backgrounds represented in our school community. We have an excellent EAL program and a multicultural aid in order to best assist second language students in their learning.

Other significant factors

There are numerous enrichment and support programs;

1. Select entry enrichment and acceleration program (CEAP) that offers places to a limited number of highly capable and committed students who meet the academic rigours set by the program.
2. Craigieburn High Achievers Club where aspirational and determined senior students can meet with each other and their teachers on a weekly basis to improve their study habits and achievement results.
3. Literacy and Numeracy Fluency programs running for all Year 7 students
4. Leadership programs including School and House captaincies, SRC, Advance program and the Alpine School.
5. Student Engagement and Wellbeing programs such as Breakfast Club, a Homework club running four nights, Sporting teams and a Student Advisory Team which participates in College decision making.

Craigieburn Secondary College expects its students to work to the best of their ability, respect the rights of all others, to strive for excellence and to take pride in their work and their school.

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.

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

Salary Range: $53,923 - $61,951

POSITION DESCRIPTION

Expectations of the role

• Effectively carry out the general and specific duties of this position
• Meet the classification requirements of the position as outlined within Department Education and Training’s policies and relevant industrial agreement (Victorian Government Schools Agreement)
• Work in accordance with all relevant employment legislation, policies, frameworks and reasonable requirements applicable to the role
• Actively and positively contribute to the implementation of the vision, values and strategic plan of Craigieburn Secondary College
• Actively support and promote a vibrant learning community

Specific Duties

Operations and Communications

1. Administer and implement College Operations processes in line with DET policies and procedures. Administer and implement College Operations process in line with Excursions, Activities and Camps policy
2. Convene and chair regular meetings with the College Operations team to improve processes, problem solve and ensure a consistent approach
3. Prepare agenda and associated documents for College Operations meetings
4. Maintain and update DET activity log
5. Maintain and update CSC events database (Compass)
6. Support staff to accurately complete all College Operations submissions as per DET and School processes and policies
7. Develop and maintain College Operations guidelines and manual
8. Update and maintain the staff handbook on an annual basis (term 3)
9. Maintain communication of all School activities via Compass, College calendars and staff room notices on a weekly basis
10. Maintain regular updates of the Big Screen TV data
11. Update school policies in line with VRQA requirements and DET revisions

Programs

1. Plan, implement and communicate programs within the school community.
2. Review, evaluate and document programs and process in the spirit of continuous improvement.
   1. Awards ceremonies including Leadership induction, Mid and End of year awards nights. (Program, invited guests, letters to families, refreshments
   2. Photo day and associated processes (ie. following up absenteeism and photo audits)
   3. Assist with administration of Discovery Day organisation and set

Report Writing / PT interviews

1. Coordinate and administer the report writing process using the appropriate software provided by the College and implement any transition and change
2. Assist the assistant principal class in the administration of Parent Teacher Interviews

Daily Organisation

1. Coordinate and organise a small team and assist with the Daily organisation of the College (requires an early start once per week)
2. Follow-up and maintain daily organisation diary and record significant impactful events on the College
3. Use approved leave information to plan, determine and track CRT coverage
4. Regularly report to the school community the distribution of replacement classes
5. Develop and maintain CRT induction folders with Daily organisation team
6. Induct and brief agency CRTs on laptop use and school policy
7. Maintain teacher files in staffroom
8. Log CRT laptops use

Essential Knowledge

• Microsoft Office Suite
• First Class
• Compass

POSITION DESCRIPTION

Daily Organiser 

Specific Duties

1. Attend daily briefing
2. Read and respond to emails
3. Ensures all classes, yard duties and events are appropriately covered by CRTs or staff
4. Contact , book and coordinate CRTs
5. Equitably allocate and distribute ‘in lieus’, and under allotted’s according to the Colleges guidelines
6. Use spreadsheets and reports for tracking of ‘under allotteds’ and ‘in lieus’
7. Inform staff of daily changes via email and daily summary sheet
8. Upload data to compass and change staffing for extra classes on Compass
9. Induct and brief agency CRTs on laptop use and school policy
10. Maintain teacher files in staffroom
11. Log and monitor CRT laptops use
12. Distribute, collect and file advise slips (paper rolls) from CRTs
13. Liaise with time-tabler regarding rooms and allotment changes
14. Liaise with Assistant Principal on daily changes and staffing changes
15. PD’s to stay up to date with currently in use programs
16. Regular meetings with Daily Org team

• 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

Hazel Glen College is located in the City of Whittlesea, Melbourne’s second fastest growing municipality. It is expected that the population in the City will continue to grow rapidly over the next few years.
Hazel Glen College forms an important school community hub for the Doreen/Mernda community.

The College commenced at the beginning of the 2014 school year with 143 students. In 2017, the College structures will comprise of Kindergarten, Junior School P-4, Middle School 5-8 and a Year 9 Centre. Senior Years 10-12 will follow with our first year 12 graduates in 2020. There is an expectation at the College that teachers from both primary and secondary will teach across the Middle Years (5-8). The College offers an experiential learning program in Year 9 that is specifically designed around connectedness and pedagogical practice that engage adolescent learners.

A Child Family Centre, comprising, kindergarten, extended day care, playgroups, intervention services; maternal health center and various other community service groups, co-located on the school site will create an exciting and innovative early childhood education precinct.

Growth of the College will be rapid, with early indications that the College will grow to well over 2500 students in only a few years. Stage three of the secondary component (Senior Years) has commenced construction and will be completed early in 2018.

The College motto, Learners today - Leaders tomorrow, will lead the direction for our students. It is the aim of all staff to help the students settle into their new College community and build those skills, attitudes and values they will need to fully participate in the rich educational life of our College.

Hazel Glen College enjoys outstanding physical resources that are fully utilised in the development of our teaching and learning philosophies to improve student outcomes.

Hazel Glen College prides itself on a growth mindset for all staff, which is reinforced through the College values and culture of Relationship, Respect, Responsibility and Resilience. Staff culture is built through the FISH PHILOSOPHY and its four key principles of Be There, Play, Make Their Day and Choose Your Attitude.

All staff at Hazel Glen College are committed to the academic and personal growth of every student.
A focused curriculum, dedication to innovation and a culture of care and support, will help us meet this commitment. A balanced and comprehensive curriculum constantly challenges students to extend their learning.
 
Our aim is to develop, challenge, support and nurture students to reach their full potential by implementing innovative practices and pedagogies in modern and flexible learning environments, supported by excellent technological resources.

SC1 Demonstrated understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement curriculum programs consistent with their intent.

SC2 Demonstrated high level classroom teaching skills and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated ability to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.

SC5 Demonstrated commitment and capacity to actively contribute to a broad range of school activities and a commitment to ongoing professional learning to enable further development of skills, expertise and teaching capacity.

SC6 Demonstrated understanding of, and expertise in, the use of ICT to improve student learning outcomes in a one to one environment.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.


Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.


Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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

- 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

Applications should include:

A specific response to all of the key selection criteria and position details.

Please attach application containing the following:

1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position

2. Specific Key Selection Criteria response

3. A CV with a summary of experience and qualifications

4. The names, email address and contact details of three referees who can provide information regarding the applicant in relation to the key selection criteria.

• 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