|Location:||Narre Warren South P-12 Colleg|
|Department:||Narre Warren South P-12 Colleg|
|Role Type:||General Admin|
|Ongoing/Fixed Term:||Fixed Term|
|Classification:||Ed Support Level 1-Range 2|
|Contact Name:||Ursula Guerin|
|Phone:||03 9704 3383|
Narre Warren South P-12 College strives to develop young people so they can become fulfilled, positive members and leaders of our society. By recognising and celebrating diversity, high aspirations and positive relations, we create a harmonious school that has a positive sense of purpose and a commitment to each and every person.
Narre Warren South P-12 College is on one campus consisting of two sub schools - Prep to Year 6 and Year 7 to 12. The school has 328 staff, principal class, teachers and education support staff, including administration, student support and integration staff. The school is a welcoming place where students from many cultures learn together in excellent facilities.
The College is categorized as “low” compared to other State schools in socio-economic terms.
The school family occupation and education (SFOE) index is 0.5954
Many students have not attended Kindergarten or day care prior to commencing school.
Nearly all our students from Year 6 stay on to do their secondary education.
The College experienced significant change over of students over the 13 years of schooling.
Cultural diversity is a feature of the College community with at least 50 ethnic groups being represented speaking 64 languages.
Approximately 50% of the Year 7 enrolments originate from the primary school.
Approximately 40% of our senior students undertake a VCAL pathway (trade/vocational focus)
More than half of the College’s student population comes from families where the language background is other than English, and around 50% qualify for the EAL program.
Attendance rates at both Primary and Secondary levels are better than the state benchmarks.
Wellbeing support is provided across the College with two counsellors, a number of youth workers, Psychologists and other professionals available
‘Compass’ is the main communication system for the College. Compass is available to parents and students to assist with attendance, learning tasks, payments, permissions, reporting etc.
Many community groups access a variety of the College’s facilities for sport and the College is a central facility within the community.
We take great pride in all our students working hard at school and getting excellent results. Our VCE median study score has been stable at 30- 31 for the past seven years, placing us well above the state average. Coupled with our outstanding VCAL and VET results, we are a College that meets the pathway needs of all of our students.
This is an outstanding achievement and has gained the school recognition far and wide, including 20 State Awards since 2006 for staff and students in our VCAL program and two Premiers Awards for VCE (perfect study scores). Further to this, we were recognised at the Victorian Education Excellence Awards in 2018 with the team award for Outstanding School Improvement, as well as the overall Lindsay Thompson Award. In 2020 our efforts were recognised in the Age Schools That Excel awards.
The foundations for these results are found in our exemplary programs in the Primary and early Secondary sections of the College, where our focus on academic achievement and strong civic participation are evident.
Student Attitudes to School reflect a strong sense of connectedness to school in both the Primary and Secondary areas of the College. Parent opinion well above state benchmarks is also indicative of a happy and harmonious College 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.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.