Location Profile
North Geelong Secondary College is a single-campus academic College for Years 7¿12, located in the northern suburbs of the City of Greater Geelong. We are a creative, caring, and diverse learning community where students grow into autonomous learners through engaging, imaginative, and intellectually rigorous programs. Our students develop into mature, independent individuals who are fully prepared for lives of meaningful achievement and active participation in both local and global communities.
The current school enrolment is approximately 1000 students. North Geelong Secondary College provides the following programs;
* Select Entry Accelerated Learning program (SEAL)
* Scholarship program
* Yr 7-12 BYOD program
* STAR & ACE Literacy & Numeracy intervention programs
* VCE Tutorials
* Excellence in Sports program
* International Student program
* HPV, Human Powered Vehicle, Advance Program
* Performing Arts program
* Extensive Instrumental Music Program
* English as an Additional Language program
* Berry St program
* School Wide Positive Behaviour Strategy (SWPBS)
The College has a campus for the Geelong English Language School. Approximately 30% of the students are from a Language Background other than English.
The College is committed to personal excellence and the academic success of every student. Guided by our values of Respect, Excellence, Achievement, and Diversity (READ), we embrace the rich cultural diversity of our community and ensure that all students¿regardless of their abilities, needs, or backgrounds¿are actively supported to achieve their personal best. We provide opportunities for students to develop the academic, social, and personal skills necessary to pursue their goals and to become productive, contributing members of both the local and global community. Our culture of high expectations fosters creativity, initiative, and leadership, while equipping students with the knowledge, skills, adaptability, and curiosity required for the future world of work and the foundations of lifelong learning.
The College provides increased opportunities as well as academic rigor for students in the senior years with the greater uptake of the traditional VCE programs, the Vocational Major, Victorian Pathways Certificate, increased access to Vocational Education and Training (VET) programs along with a broad selection of pathways.
Tours of the College are provided upon request. Please phone the College on 52405800 to book in for a tour.
Selection Criteria
SC1. Possess relevant qualifications in social work and be eligible for membership of the AASW. Experience in case management with comprehensive knowledge of DHHS Child Protection and Out of Home Care needs and process.
SC2. Capacity to work as part of a collaborative multidisciplinary professional team and contribute significantly to the achievements of the team and the school.
SC3. Ability to design, deliver or broker professional learning for teachers and other relevant professionals, in the area of student engagement and well-being.
SC4. Ability to deliver a comprehensive student wellbeing service to students and their families in the education setting including: assessments, counselling and referrals for students and families.
SC5. Well-developed communication, networking and interpersonal skills.
SC6. Experience in the development and implementation of programs, procedures and policies that foster resilience in children and young people and address their social, emotional and educational needs.
Role
Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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
Work Features and Skill Requirements
1. Possesses appropriate qualifications and experience relating to the Student Wellbeing and Support area (Social Worker eligible for membership of AASW)
2. Requires specialist professional, understanding and expertise related to the tasks in the Student Wellbeing Area
3. Experience in schools or related student support services is preferable
4. Possesses reasonable autonomy in determining work priorities and schedules. This will include liaising with the key stakeholders of the student support team
5. Possesses a high level of knowledge in the area of Student Wellbeing
6. Requires acting on behalf of school administration/management in the delivery of student services which involve communication with parents/guardians, students, teachers, external service providers and the wider school community
7. Requires the ability to make recommendations and communicate them effectively within the Student Wellbeing and Support team, the school leadership team, the Principal Class Officers and school council
Typical Task Areas
The Student Wellbeing position is required to work cooperatively as part of a team, with the Student Wellbeing members, the Principal Class, the Sub School Leaders and Program Leaders, the Home Group Teachers, other staff and key stakeholders to ensure that the wellbeing needs of all students are catered for.
The successful applicant will collaborate with the team by:
8. Developing primary intervention program delivery to support the DET `Framework for Student Support Services in Victorian Government Schools¿ initiative
9. Assisting, supporting and at times leading the coordination of the student wellbeing structure across the College
10. Being a resource to all staff regarding student wellbeing
11. Being a resource to students by providing support and assistance to new students, EAL and refugee background students, students preparing to leave school and students experiencing difficulties at school, in the family or in the community
12. Being a resource to parents/guardians, including advising and referring parents to other government and community agencies and resources
13. Collaborating with external agencies, including SSSO, DFFH, Teaching Units and Community Policing Squads
14. Liaising with staff from other schools on wellbeing issues associated with transition and curriculum
15. Liaising with GELC staff on wellbeing issues associated with new arrival students
16. Provide counselling and guidance to students seeking help or referred for help and support
17. Provide services as required in emergency management guidelines
18. Support the school's Breakfast Club
19. Attending such meetings as the Principal may require
20. Other tasks as required by the Principal
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill 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 (see Workplace adjustment guidelines).
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 *******@education.vic.gov.au
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:
https://www2.education.vic.gov.au/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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
* 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Please ensure that your application includes:
* A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
* A section addressing the selection criteria and the requirements for application under the Who May Apply section
* Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx