Jobs, Skills and Pathways Assistant Coordinator

Overview

Work type: Part time

Salary: Salary not specified

Grade: Ed Support Level 1-Range 3

Occupation: Education and Training

Location: Southern Metropolitan

Reference: 1478984

Location Profile

Ashwood High School was recognised in 2021 as one of the `Top 10 Government Schools¿ in Victoria for VCE results, where the median study score was 33. Ashwood High School also gained recognition in 2023 as the highest ranked local entry high school in Victoria for university pathways. Ashwood High School is an aspirational co-educational secondary school providing an outstanding all-round educational experience, encouraging, inspiring, and cultivating students to be positive contributors to our world. Having served as an integral part of the community since 1962, Ashwood High School interweaves traditional values with a contemporary understanding of education. Our state-of-the-art facilities are situated on a 17 ha site with spacious, unparalleled grounds. A major building program is underway for the construction of a new Senior School STEAM and Research Centre.

We develop critically aware, reflective, resilient, confident, and independent learners for life. We are proud of our strong sense of community and provide a welcoming, safe, secure, and orderly learning environment. The school has established the necessary preconditions ¿ safety, high expectations, routines, and authentic relationships ¿ to actualise an environment where students are afforded opportunities to celebrate success in all its forms. Our substantial awards and recognition program runs throughout the school with an emphasis on student voice and agency.

We believe deep learning is facilitated by outstanding teaching. This occurs when all learners are actively engaged in a variety of differentiated and challenging learning tasks that are academically rigorous. We value the whole person and are committed to creating positive, adaptable, and socially aware citizens of the world. Our students are provided with an outstanding array of extra-curricular activities to cultivate student talent across what we believe are the four elements of a GREAT school:

• Strong emphasis on Academic Excellence
• Sporting Excellence program
• Significant commitment to the Creative Arts
• Focus on Civics, Citizenship, and Leadership.

As members of the Ashwood High School community, staff, and student behaviours are informed by our School Vision and Motto: `Vision Inspired Action¿ and guided by our school `CHOIR¿ values:

Community of learning and trust

High Expectations ¿ Aspire to your personal best

Optimism, reflection, and resilience

Innovation, creativity, and sustainability

Respect for teachers, students, school, and self-respect.

Our school¿s motto, `Vision Inspired Action¿, is reflected in the behaviours and actions of staff, students, parents, and partners. Together, we are committed to creating and sustaining a proud school culture of empowerment and excellence based on mutual respect. Deep learning is facilitated through outstanding teaching that is strengthened by supportive and authentic relationships. The Ashwood High School community is proud of our students¿ achievements, contributions to the community, conduct, personal presentation, courtesy, and manners.

We encourage our students to develop responsibility for their own learning, progress, and behaviour. We foster collaboration and cooperation with shared expectations of success. Ashwood High School is committed to providing innovative teaching and learning strategies. We are dedicated to establishing supportive and authentic relationships to ensure our students enjoy learning and achieve their full potential. Our school is committed to realising student wellbeing, engagement, and achievement through focused effort on four priorities for continuous school improvement:

• Enhancing student culture
• Growing pride and achievement
• Valuing staff and building capacity
• Increasing positive parental and community engagement.

Over the past few years, Ashwood High School has undergone significant transformation and is experiencing the highest demand for enrolment in the history of the school. This growth has led to the creation and implementation of two mini schools in 2021: Middle School (Years 7-9) and Senior School (Years 10-12). This structure enables the ages and stages of learning to be fostered, developed, and celebrated.

Selection Criteria

SC1 Demonstrated 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.

SC2 Demonstrated capacity to work and collaborate with others in a team environment.

SC3 Demonstrated capacity to communicate effectively in a team environment, including 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 and other school staff in respect to the work area.

SC6 A commitment to professional learning and growth for both self and others.

Role

Attendance during term breaks may be required and a leave purchase allowance will be paid for this time.

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. Professional student support positions become a feature at range 3 (e.g. therapists, psychologists) where standard professional services are delivered. Professional 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 employees 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

• Ensure the provision of a range of administrative support functions for the Principal and teaching staff.
• Provide administrative support to external service providers as required.
• Manage the processing of student admissions, registrations, enrolments and transfers.
• Provide required level of administrative support for school events, functions and projects.
• Implement induction programs for new staff, volunteers and other workers to the school.

Specific Duties

• Coordinate and implement the Vet Delivered to Secondary School Students (VETDSS) program for Years 11 and 12 including:
• Administer internal and external VETDSS enrolments including the liaison with the RTOs for the development and completion of DE standard partnering agreements - ensuring proper authorisation through School Council.
• Facilitate VETDSS and School-Based Apprenticeships / Traineeships (SBAT), applications for VCE - Vocational Major students and monitor VETDSS compliance.
• Maintain the school network of local VET Clusters, TAFE's, RTO's and support agencies to deliver programs.
• Be the first point of contact for VETDSS and vocational information arriving in the school, including VETDSS courses, information on Registered Training Organisations, VETDSS courses, VETDSS costs, School-Based Apprenticeships / Traineeships (SBAT) opportunities, Memorandums of Understanding and training plans.
• Oversee record-keeping related to VETDSS, such as student participation in VETDSS, Memorandums of Understanding, work placement related to VETDSS, student participation in other recognised vocational training.
• Oversee record-keeping of student attendance at external VETDSS courses (the external providers provide weekly attendance) and that absence are recorded in Compass, with excessive absences reported to the relevant Year Level Coordinator.
• Responsibility for VETDSS including the VETDSS budget and financial reconciliation, RTO contracts, external and internal enrolments, and liaison with external providers.
• Be the first point of contact for disputes, grievances and complaints that are initiated by the Training Organisation or student/s.
• Student support, including student enrolment and decision making about vocational and applied learning programs (in collaboration with careers advisors) and liaison with students at off-site training or work placements.
• Coordinate and implement the Work Education programs at Years 10, 11 and 12 including:
• Engage with Local Learning and Employment Network (LLEN's) as a tool to assist students with Structured Workplace Learning (SWL) and Work Experience opportunities.
• Liaise with potential employers / organisations to assist students in gaining work experience placements and source work placements for students - this may include cold calling.
• Promote Work Experience and SWL through newsletters, bulletins, notices and assemblies.
• Distribute and collect Work Experience and SWL forms for students. Enter data onto required database and process all documentation.
• Organise Safe@Work Module training/compliance for all students and record details in the database.
• Distribute arrangement forms, Safe@Work Certificates and all required documentation to employers prior to placement commencing.
• Organise and oversee teacher visits during work experience week.
• Co-ordinate employer evaluation forms and thank you letters to employers.
• Visit students on Work Experience placements and Structured Workplace Learning placements as required.
• Maintain a database of work experience information (employers, contacts, Safe@Work Certificates, visiting teachers).
• Administer parent/work placement communications.
• Support students with job applications resume, cover letter, interview preparation and sourcing of part-time/casual employment as well as employment post-secondary school.
• Oversee and monitor the destinations and pathways of all post compulsory aged students who leave the school for a minimum of 6 months after their departure.
• Liaise with teachers, management and school administration staff to deliver program outcomes.
• Assist the Careers & Pathways Coordinator with The Morrisby program, Ashwood High School Careers Expo (FFF), Virtual Reality program, Year 10 Mock Interviews, Industry Immersions, Ashwood High School Careers Newsletter article and future career program initiatives.
• Attend excursions organised by the Careers Department or to support the VCE - Vocational Major program.

Who May Apply

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]

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

Applicants are expected to submit the following:

• A cover letter addressed to the Principal
• A curriculum vitae including the names, positions and telephone and email contact details of 3 referees
• A statement addressing the key selection criteria.

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