Job duration: From 07/10/2024 Reference: 1436762 Occupation: Education and Training Salary Range: Salary not specified Location Profile COLLEGE-WIDE APPROACH TO KNOWING OUR STUDENTS
The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students. We have school-wide, consistent approaches to classroom routines and classroom/behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective. In 2024, we commenced the work of implementing the Berry Street Education Model framework, with all staff undertaking 4 days of professional learning. We also have a daily 10-minute home group and weekly Mentor period where teachers work with the same teacher who deeply knows their group of young people and works with them to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways. CURRICULUM OFFERINGS
Our curriculum offers a range of flexible learning options and support programs. This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum. The college is also home to its own state-of-the-art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year. Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10. STUDENT VOICE AND AGENCY
As a college, we understand the importance of student voice and agency in relation to school connectedness. As a result, there are extensive leadership opportunities available to students across a range of areas within the College community. We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups. CURRENT STRATEGIC FOCUS
Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students. The objective is to teach each student's point of need, regardless of where they are on the learning continuum. This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan. LEADERSHIP TEAM STRUCTURE
The current College Leadership Team profile currently consists of the Principal, 5 Assistant Principals, 3 Sub-School Leaders (aligned to Junior School 7&8, Middle School 9&10 and Senior School 11&12), 4 Learning Specialists (Curriculum & Pedagogy, Literacy, Numeracy, Inclusive Practices), a Student Voice and Agency Leader, a Wellbeing Leader, an Inclusion Leader and the College Business Manager. Role (Attendance requirement for this position) Range 3 is distinguished by the introduction of management responsibility and accountability for the delivery of professional support services. The role will usually impact beyond the work area or professional field. It seeks to gain cooperation of other staff members or members of the school community to achieve specific objectives, such as in school administration, operations or educational programs. Direction on targets and goals is provided but the position will have some degree of latitude in determining how they are achieved. This latitude will generally be limited by standard procedures and school policy. Deviation from standard procedures and school policy will require guidance and direction from senior management. The provision of business management responsibilities becomes a feature at range 3. Management of staff to achieve the expected outcomes is a key responsibility. Staff management issues will be resolved with minimal reference to senior management, although guidance will be required in more complex cases. Senior management will be provided with timely reports and advice, although this will generally be confined to matters relating to the immediate work area, service provision or educational program and is unlikely to impact substantially on whole of school operations. This is the minimum range for positions that carry a mandatory qualification requirement of not less than four years. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional support and guidance will be close at hand and deviation from standard procedures and school policy will require guidance and direction from senior management. 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 Design and deliver career development programs Assist with providing career development needs of students with a disability, engage in a case management approach of career services for these students Provide a one-on-one counselling service for students, parents and the wider school community, including post compulsory options and career planning Keep students aware of developments in workforce, industry areas and tertiary opportunities in the area/state/country Develop students' skills in resume and cover letter writing and interview skills. Support the organisation of career education programs in Year 10, including work experience, in preparation for subject selection and which incorporates
Co-ordinate the Year 9 Morrisby assessments. Conduct targeted career information sessions and newsletters for students and parents on relevant work and career areas, especially in relation to post compulsory choices and inform school community of all tertiary education requirements and pre-requisites. Participate in local Tertiary Information Service activity (pre-event preparation, taking to event, post-event debriefing), organise and encourage student attendance at career expos and open days. Participate in running school information nights Coordinate Career Action Plans, using Career Tools and have detailed knowledge of meaningful pathways Attend local careers network meetings and career practitioner briefings at Universities/TAFEs throughout the year Keep the school management and teachers abreast of developments in school-based VET opportunities to enhance school curriculum, and aid vocational awareness and experience for students Attend outside DVCEA meetings Source Australian School-based Apprenticeships (SBAT) Ensure compliance with Child Safety Regulations regarding VET/SBAT/SWL Availability during recess/lunch Promote events to students – visiting classrooms & attending assemblies Other duties as directed by the Principal
Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position. 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. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website.
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