Department of Education Victoria – Victoria
8d ago, from Department of Education & Training Victoria
Glen Eira College
Glen Eira College is a dynamic, co-educational school recognised for its strong academic approach.
We foster a vibrant learning environment that empowers students to learn, grow, and form meaningful connections as local and global citizens who respect the rights of all.
Vision
At Glen Eira College, our vision is for students to be empowered learners and engaged members of their community, both locally and globally.
Learn, Grow, Connect.
Student Learning & Excellence
Glen Eira College offers a highly successful Select Entry Accelerated Learning (SEAL) program, enabling talented students to advance a year ahead in core subjects such as English, Maths, Humanities, and Science.
We also deliver a robust EAL and International Student Program, reflecting our global perspective.
Our team comprises 64.1 Effective Full-Time (EFT) teachers, 4 Principal Class members, and ***** Education Support staff.
Supported by an engaged College Council and parent community, our leadership team continues to strive for excellence.
We are currently constructing a new Middle School hub, due for completion in March ****; once complete, our capacity will increase to **** students.
Language Offerings
French:
French 1st Language (Accredited to deliver CNED for native speakers)
French Immersion (3 lessons weekly of French Language, 3 of Humanities, 2 of Drama all in French)
Mainstream French
Japanese:
Japanese Immersion (3 lessons of Japanese Language, 4 of Science all in Japanese)
Mainstream Japanese
In ****, the program won the Dr Lawrie Shears Outstanding Global Teaching and Learning Award given by the Victorian Government.
Student Success
We provide a comprehensive curriculum with a wide range of Year ***** subjects.
Our challenging extra-curricular programs, personal development opportunities, and leadership training enable students to develop both socially and academically.
Year 12 students benefit from access to the Centre for Higher Education Studies (CHES) and university enhancement programs.
GEC graduates continue a proud tradition of excellent VCE results, progressing to tertiary and TAFE courses of their choice.
School Improvement Focus
Glen Eira College is on a strategic journey of improvement, reflected in significant growth and improved student outcomes.
We are proud recipients of The Age's Schools that Excel Award and have become the community's school of choice.
We remain committed to ongoing improvement through the delivery of holistic educational programs that meet the diverse needs of our students.
We invite highly capable professionals to join us on our mission to excel as Caulfield's school of choice.
Selection Criteria
SC1Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
SC2Demonstrated capacity to work and collaborate with others in a team environment.
SC3Demonstrated capacity to communicate effectively in a team environment, including high-level oral and written communication skills.
SC4Possess the technical knowledge and expertise relevant to the position.
SC5Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
SC6A commitment to professional learning and growth for both self and others.
Role
[Attendance requirement for this position]
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction.
This may include coordination of other education support class staff within the work area or educational program.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act **** (Vic) or its successor.
Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).
A role at this range may include:
Specific support tasks to achieve outcomes.
Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3).
These roles require specific qualifications and/or training, including roles where further training must be undertaken 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.
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 would be typical examples.
An education support class position at this range commencing at the base will initially be limited to undertaking routine tasks that are carried out under close supervision and direction.
Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available.
Subject to any specific qualification and/or training requirement, an education support class employee employed in this range may be progressively required to undertake coordination, specialised student/teacher support tasks, or technical tasks as experience in the role is gained.
Responsibilities
Resource Management & Processing
Catalogue and process new and existing resources following documented procedures and within suitable timeframes
In consultation with the librarian, withdraw, mend, discard, or replace resources as needed
Assist with collection development, including supporting use of the catalogue and shelving by students and staff, assisting in monitoring overdues and borrowing, and operating the circulation desk
Assist with the stocktake of the collection
Shelve and shelf-read materials to maintain organisation and order
Dust bookshelves and books and ensure tidy workspaces
Liaise with Alumni to collect, catalogue, and display Alumni artefacts as part of the library's resource collection
Customer Service & Support
Receive and respond to enquiries made to the library
Assist students and staff in their use of the library and its resources as needed
Support students and staff in the effective use of catalogue and digital resources
Equipment & Workspace Maintenance
Oversee all library photocopiers: report faults, order and maintain supplies (toner cartridges, staples, waste containers), recycle supplies, and ensure a constant supply of photocopy paper
Maintain and assist in the upkeep of library materials and common areas
Digital Presence & Communication
Assist in the maintenance of the library's online presence and library-related ICT
Liaise with relevant libraries, suppliers, the Department of Education, and Alumni contacts
Professional Development
Maintain currency of professional knowledge and skills through ongoing training and development
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfil the specific requirements of the position.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service.
We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.
It is our policy to provide reasonable adjustments for staff with disability.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via email at .
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.
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: Child Safe Standards Policy (pal/child-safe-standards/policy).
DE Values
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: Department Values Overview (pal/values-department-vps-school-employees/overview).
Other Information
A specific response to the Key Selection Criteria
A copy of qualification transcripts (to be brought to interview if shortlisted)
WWCC registration number
A summary of relevant experience
Three referees able to comment on your application's key criteria (please provide phone numbers and email addresses)
Please note: Referees not listed may be contacted.
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 HR Website ().
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