Department of Education Victoria – Melbourne VIC
8d ago, from Department of Education & Training Victoria
Fountain Gate Secondary College is located in the City of Casey in the South Eastern suburbs of Melbourne, approximately 40 kilometres from the Melbourne Central Business District. The school was registered as a Year 7-12 provider in 2009, and prior to that, was a Year 7-10 campus of Eumemmerring College.
Enrolments are approximately 1222 students. The Student Family Occupation Education (SFOE) index was 0.5594 in 2024. The staffing profile of Fountain Gate Secondary College includes a Principal, 5 Assistant Principals, 10 Leading Teachers, 9 Learning Specialists, 74.2 Teachers and 49.9 Education Support (ES) staff.
Fountain Gate Secondary College provides a Year 7 to Year 12 learning program through the Victorian Curriculum, the Victorian Certificate of Education (VCE), Victorian Certificate of Education Vocation Major (VCE-VM) and a range of Victorian Education and Training (VET) offerings.
Our shared purpose as a school community is captured in our vision: Knowing our students and giving every student every opportunity to thrive by providing high-quality learning and pathways to success, aligned with their interests, aspirations and strengths.
To support the wellbeing and engagement of our students, we have a wellbeing team that works closely with Year Level leaders, Teachers, Students and the Community to implement strategies to increase educational outcomes. The wellbeing team is comprised of a Mental Health Practitioner, 4 Engagement and Wellbeing officers and the Doctors in Schools program. We have an Inclusion team that works alongside wellbeing staff who support with the implementation of teaching strategies within the classroom to support the learning needs of students.
Our Positive Education approach underpins all interactions across the school, providing a framework for explicitly teaching positive behaviours and fostering student wellbeing. By harnessing students individual character strengths, we build self-esteem, a sense of belonging, and a meaningful connection to school. Central to this approach are our core school values of Respect, Honesty, Responsibility and Endeavour, which are embedded in every aspect of school life. These values are actively reinforced through our extensive awards system, which recognises and celebrates students who demonstrate them in their learning, relationships and contribution to the school community.
The College successfully competes through several interschool sports, and our Rugby Academy supports students to achieve excellence both on and off the field.
Focus Areas
* Optimise student wellbeing and connectedness
* Improve student engagement in learning
Fountain Gate Secondary College is committed to providing a high-quality educational program that supports all students to fulfil their potential and achieve their goals in life. The College values and embraces the diversity of its community that is drawn from different social, economic and cultural backgrounds.We have high expectations for all members of our school community and ensure this is matched with high levels of support.
Selection Criteria
SC1 - Demonstrated experience and skills in coordinating a specific education support function, including the effective ordering of materials and the ongoing management of stock levels to ensure resources are maintained and available as required.
SC2 - Demonstrated proficiency in the use of software or technical equipment as relevant to the position.
SC3 - Demonstrated high level oral and written communication skills.
SC4 - Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
Role
1. 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.
2. 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 2006 (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.
3. 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).
4. 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
General Responsibilities.
* Provide specialist advice, under supervision of senior personnel, to students in relation to the handling and use of materials and equipment.
* Advise and assist staff in safety matters relating to a specific functional area e.g. handling of machinery for technology teaching.
* Develop and implement safety procedures within work and/or teaching areas in accordance with school policy and relevant security legislation.
* Advise teachers about technical components of curriculum implementation of the Design and Digital Technologies Curriculum.
* Support practical lessons and/or use of equipment and materials under the supervision of teachers and provide basic instruction where required.
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:
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:
Other Information
Written response to the selection criteria is mandatory.
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
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