OverviewMaryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work.
We consistently empower students to strive for challenging aspirations and support them in following their interests and passions through multiple pathways that successfull lead to positive outcomes in further education, training or employment.
The school plays a key role in supporting and working with the wider community to meet the challenges faced by Maryborough and the district.
We are committed to collective impact and to empowering the community to re-define its destiny in a positive way.Vision: To be an inclusive, connected, flourishing learning community.Our school values are: Aspiration, Kindness, Respect.Facilities and PartnershipsThe school offers integrated primary, secondary and special needs education on a single site, with modern classrooms and extensive recent grounds improvements, including a new oval, primary playspace, Centre Heart development and landscaping.
It supports over ***** full-time teachers and ***** support staff.
Partnerships include Central Goldfields Council, Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs, community groups, Goldfields Schools Network and Goldfields Business Group.Education and TechnologyCurriculum includes Foundation to 12 and Specialist Education, VCE, VCE VM, VPC courses, trade training centre and a wide range of enrichment activities.
The school provides computer suites, notebook trolleys, B.Y.O.D. progression, internet, intranet and data projectors across learning areas.Selection CriteriaContent of teaching and learning – Demonstrated ability to inform and influence the work of others involved in the engagement, mental health, wellbeing or learning of children and young people.Teaching practice – Demonstrated ability to input into the development, implementation and evaluation of processes and strategies relating to mental health, wellbeing or learning.Assessment and reporting of student learning – Demonstrated ability to support a student's mental health, wellbeing or learning by developing and maintaining connection with external services.Interaction with the school community – High level interpersonal and communication skills; establishment and maintenance of collaborative relationships with students, parents and broader school community focused on student learning, wellbeing and engagement.Professional requirements – Ability to influence and negotiate by gaining buy-in and ownership for ideas, securing agreement to proposals or involving experts to strengthen a case.ResponsibilitiesPromote a whole-school approach to mental health and wellbeing to students, staff and families.Support teachers and staff to expand capacity to embed evidence-based mental health strategies, interventions and programs and build mental-health literacy to identify and support primary-school students with mental-health concerns.Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing, building capacity to embed mental health into the classroom.Work with school leadership and wellbeing teams to embed whole-school approaches into school planning and strategic processes; coordinate clear referral pathways internally and externally for students requiring further assessment and intervention.Proactively work with regional staff, school wellbeing and leadership teams, teachers, parents/carers and external agencies to coordinate targeted mental health support for primary school students.Contribute to the school's existing wellbeing team.Who May ApplyTeachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.Diversity and InclusionThe 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.
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.Child Safe StandardsVictorian 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 ValuesThe 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 InformationAll 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 programmes provided.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at RequirementsA 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.Qualification RequirementsThe person must have provisional or full registration approved by the Victorian Institute of Teaching; andIf the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership "Accreditation of initial teacher education programmes in Australia: Standards and Procedures"; andA person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
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