Location Profile
Background
Officer Secondary College was founded in 2015 and has grown rapidly. Currently our enrolments continue to sit around 1000 students. The College is located in Melbourne's South-East with convenient access via the M1 motorway and Pakenham train lines.
Vision
Officer Secondary College is a 21st century learning community with strong, vibrant partnerships between students, teachers, families and the broader community. Our educational philosophy is centred on evidence-based practice and high quality relationships. This is underpinned by the values: Respect, Creativity, Inclusion, Critical Thinking, Excellence and Citizenship. The College motto is `Learning together, learning to lead, together we inspire.' We believe that every student should have an opportunity to choose a life that has meaning, and that every child can achieve success.
At Officer Secondary College, we believe that teaching and learning is an ongoing journey. We embody a culture of continuous improvement and promote a culture of high expectations. This is visible through our INSPIRE instructional model, our PLC structures and a shared ownership of student learning data.
New Teacher Support
Our College is committed to excellence, and have highly effective systems to support teachers that are new to the college. The bulk of all meeting time has a professional development focus and there are a number of highly subscribed optional career development sessions to further augment teacher skills. All teachers new to the college are assigned a mentor, who supports them with induction and classroom coaching to hone their skills.
Additional information about our professional development and support for new teachers can be found in the employment section of the school website:
https://www.officersc.vic.edu.au/employment/
Teaching and Learning at Officer
The Teaching and Learning program at Officer Secondary College is grounded in evidence and research. Our INSPIRE Instructional Model (IM) embodies the elements of the new VTLM 2.0, with structures embedded across the College to support both the elements of teaching and learning. It focuses on three key elements: What we teach, How we teach, and Who we teach. We are committed to building the capacity of all our teachers in each of these areas and provide a wide range of professional learning opportunities to support teachers throughout the year.
Officer Secondary College is a Professional Learning Community (PLC). Significant meeting time is devoted to teachers working in subject teams to analyse formative assessment data, identify appropriate interventions and share effective strategies. We know that this is the most effective model to maximise both teacher and student learning.
Learning Communities
Officer Secondary College has a 'school within a school' model to ensure that every student has a core team of teachers and leaders they can connect with, and build ongoing relationships with, over the course of their schooling. Our 6 Learning Communities were named by our students, reflecting our focus on student voice and inclusion. These Learning Communities foster an encouraging and friendly atmosphere in which students can learn effectively, and on preventing problems before they occur. The Learning Communities extend beyond just the students, with every member of staff belonging to a Learning Community, working with Leadership, Teachers and Students to ensure that every student feels safe, known and is making learning growth.
Each Learning Community is led by a Learning Community Leader; whose primary responsibility is to support the students in their Learning Community during their time at Officer Secondary College. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community throughout their time at Officer Secondary College, which allows Learning Community Leaders and Learning Community Staff to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student's families as the need arise.
Officer Secondary College provides a supportive environment in which students are prepared to take on challenges, be that in the classroom, in sport or by taking a role in student leadership. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
Positive Behaviour Support
Officer Secondary College has an embedded School-wide Positive Behaviour Support framework that has been awarded the Gold Level of implementation. SW-PBS is a core part of the work of Leadership, Staff and Students at Officer Secondary College, and underpins the WHO we teach in our INSPIRE model. We use SW-PBS to improve the social, emotional, behavioural and academic outcomes for children and young people. By implementing SWPBS, teachers and students at Officer Secondary College have more time to focus on relationships and classroom instruction. Students and staff benefit from:
- a safe and orderly learning environment where students are well known
- increased respectful and positive behaviour
- increased time focused on instruction
- improved social-emotional wellbeing
- positive and respectful relationships among students and staff
- increased adoption of evidence-based instructional practices
- a predictable learning environment with improved perceptions of safety and increased attendance
Applicants must include the following in their application:
- a resume including relevant experience as well as personal details (name, address, email address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- proof of residency, citizenship or naturalisation
- names and contact numbers (telephone and email if possible) of at least two referees
- VIT/WWCC copy
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.
PLEASE ENSURE THAT YOU INCLUDE YOUR WWCC DETAIL IN YOUR APPLICATION
Selection Criteria
SC1 Demonstrated high level experience and skills in coordinating a specific education support function in the area of instrumental music.
SC2 Demonstrated high level capacity to support the music faculty 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.
Role
Hours will be 11:15am to 4:15pm (no lunch break) for one day between Monday to Thursday. This will be confirmed with the successful applicant.
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. Qualified student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Qualified 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
- Manage the design and production of school publications and documents.
- Provide professional student support services in the form of instrumental music lessons, both individual and small ensemble
- Provide strategic advice on specific support services and their impact on students, school curriculum and services.
- Manage the use of and access to school resource and reference material.
- Involvement and participation in special events and community, soirees, concerts, competitions, and music camps, as examples
- Mentor instrumental students in their practical studies and examinations
- Participate in team meetings as applicable and practicable
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
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