International Student Program (Isp) Coordinator

International Student Program (ISP) Coordinator Job posted: 11/11/2024
Job type: Part time / From 28/01/2025 - 19/12/2025
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Other
Reference: 1450788
Location Profile Local Community Fairhills High School was established in 1973 in the outer eastern suburbs of Melbourne. Fairhills High School is a medium sized, co-educational secondary school with a current population of approximately 400 students, a teaching staff EFT of 28.2 and an education support staff (ES) EFT of 13.2.
The school prides itself on the contribution it makes to its local community through the provision of excellent educational opportunities for young people and works collaboratively with local schools to further enhance the opportunities for all Knox students.
With a Student Family Occupation Education index of 0.46, our Fairhills community can be described as medium socio-economic with a typical mixture of professional, skilled and semi-skilled employment. Unemployed and low-income households form a small but important factor in our educational provision for the community.
The school believes strongly in a student-centred learning environment and is committed to improving outcomes for all students.
The school operates two sub schools, the Middle School (Years 7-9) and the Senior School (Years 10-12). Each sub school is overseen by an Assistant Principal who is responsible for creating a learning environment that is supportive, orderly and has high expectations of all.
There is a strong, consistent and positive whole school approach to wellbeing and student management.
School Vision `Empowering our community to be curious, creative and confident learners.'
Our vision provides us with a shared sense of purpose and direction, ensuring that every decision we make aligns with our core values and long-term goals. It serves as a compass, guiding us through challenges and inspiring us to reach new heights.
Our vision speaks to the heart of what we want for our students and our entire community. By focusing on curiosity, creativity, and confidence, we are committing to nurturing these essential qualities in every learner. We believe that these traits will not only help our students succeed academically but will also prepare them to be thoughtful, innovative, and resilient members of society.
School Philosophy Fairhills High School is a learning community for all. It is the school's duty to provide every student with the learning environment to thrive. 
Our values ensure we build and maintain respectful and positive relationships. The School Wide Positive Behaviour Framework, high expectations of community members and consistency of teaching practices via the FHS instructional model enables a supportive and orderly learning environment for our students.
 We focus on innovative and engaging learning strategies that capture each student's interests at their point of need. 
Through our personal growth programs our students are given the necessary learning and life skills to overcome any obstacles they will face at school and beyond.
Our Approach to Creating a Positive Learning Environment The school has developed and embedded an instructional model in all learning environments. The `LEARN model' and our School-Wide Positive Behaviours Matrix supports all students to learn and grow in a supportive and orderly learning environment.
In 2023 & 2024 the Attitudes to School Survey reflected the improvements the school has implemented, with framework factors e.g. stimulated learning, above state average. In 2024, the Year 7 data was 15% higher on average than the state.
The school provides an inspiring curriculum based on the VCAA and Victorian Curriculum. Students in Year 7 and 8 experience a core curriculum based around eight learning areas and participate in the music instrumental program. In Year 9 and 10 over 65% of the course is elective based.
 Year 7-9 students participate in comprehensive self-development programs so they can thrive at school and beyond.
Early start VCE is accessible for Year 10 students who are achieving at a high level. In Year 11 and 12 we offer a wide range of VCE units and VET programs and advanced university placements for high achievers.
STEM Academy students complete an additional 4 periods of STEM per cycle.
In Year 7&8 all students are involved in the Fairhills Robotics program. 
In Year 9&10 students can continue their STEM journey through specialisms and programs and include:
Robotics and Digital Coding Hydrogen Grand Prix  Robotics Club Facilities Fairhills High School has a Flexible Learning Centre and a double court Sports Stadium. In addition, the KIOSC Trade Training Centre has been established by the six Knox schools in partnership with Swinburne University at their Knox university site.
A state-of-the-art STEM & Senior Learning Centre and a music learning hub opened in early 2024 and are now being utilised by the school community.

SC1 Demonstrated skills and experience in managing all aspects of a secondary school International Student Program
SC2 Demonstrated capacity to communicate effectively with students, parents and international student agencies with diverse cultural and language requirements
SC3 High level technical knowledge and expertise relevant to the position specifically relating to international travel, cultural and homestay requirements according to DET guidelines
SC4 Demonstrated capacity to work cooperatively with a range of people and to provide advice and support to management in respect of the program
SC5 Demonstrated commitment to professional learning and growth both for oneself and others
Role 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 Ensure the provision of a range of administrative support functions for the Principal and teaching staff. Provide administrative support to external service providers as required. Manage the processing of student admissions, registrations, enrolments and transfers. Provide required level of administrative support for school events, functions and projects. Implement induction programs for new staff, volunteers and other workers to the school. Who May Apply Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards 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:
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
The hours of work may increase if there is a substantial increase in international enrolments.
For further information please contact Ian Van Schie, Principal on
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 at 2169 jobs are currently listed for Schools (Government) Job type: Part time / From 28/01/2025 - 19/12/2025
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