|Role Type:||General Admin|
|Ongoing/Fixed Term:||Fixed Term|
|Classification:||Ed Support Level 1-Range 2|
|Contact Name:||Craig O'Bree|
|Phone:||(03) 9744 1066|
Sunbury College is a vibrant, cohesive and inclusive school located 35km (about 30 minutes drive) from the CBD in Melbourne’s north-west growth corridor.
The college holds the values of respect, responsibility, resilience and endeavour as guiding principles. It has a focus on the academic growth, personal development and general wellbeing of each student.
It is greatly valued by its local community of Sunbury and surrounds, and is experiencing growing enrolments.
The student enrolment is currently 1100. The staff are in the main a mixture of mature, experienced teachers in the expert range along with a number of graduates providing the school with an energetic mix.
Our staff are committed, professional and collaborative. They value continuous improvement and development.
A comprehensive curriculum is offered from years 7-12, including VET options, and the college is organised around these sub-schools (Years 7-8, 9-10, 11-12) and four houses.
The college has well established co-curricular programs with high interest and success in sport, the performing arts, student leadership and student engagement activities.
Sunbury College is set on eight hectares and has well-established facilities in the final stages of being modernised. Our new classrooms and science building are now fully established.
Our strategic directions going forward have a strong emphasis on pedagogical development and on student agency and voice in their learning.
In the area of student pathways and transition the college aims to provide a post compulsory program, counselling and advice that maximises the further education, training and employment options for all students.
As part of its focus on student engagement and wellbeing, the college has undertaken to provide a supportive and productive learning environment supported by positive student and teacher relationships that promotes overall wellbeing and engaged, motivated learners with a strong sense of connection to the school community.
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.
Develop and maintain relationships with School leaders to ensure their needs and expectations are understood met and opportunities for improved performance and processes are considered
Event and Information Management
Information and Data Management
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.