Crusoe College, serving students in years 7-10 in the Bendigo region, was originally Kangaroo Flat Secondary College before merging with Golden Square Secondary College and upgrading its facilities in 2008. We are dedicated to providing high-quality education in a safe and engaging environment, offering comprehensive Victorian Curriculum, VCE and VET programs.
Our mission is to foster a collaborative learning environment where every student can thrive. We focus on ensuring daily attendance, wearing the proper uniform, punctuality, preparedness with necessary equipment, attentiveness to teachers, and consistent effort in completing learning tasks. Our goal is to achieve at least one year of learning growth for each student annually through the combined efforts of teachers, students, and families.
At Crusoe College, our values are Respect, Endeavour, Aspiration, and Learning. These values guide everything we do and are integral to creating a positive and inclusive school culture. We are seeking passionate and dedicated educators who share these values and are committed to making a difference in students' lives.
We support our staff with a comprehensive wellbeing strategy and professional development opportunities. Our Advisory Teachers and Wellbeing Team provide personalized assistance to students, fostering a supportive and nurturing environment. Additionally, the SWITCh (Students Working Independently Towards Change) initiative offers a unique opportunity to work with at-risk students, helping them re-engage with their education and achieve positive outcomes.
We strive for excellence, confidence, and diversity in a respectful, sustainable environment. Partnering with the wider community, we prepare students to be responsible, successful adults who can navigate their future paths. At Crusoe College, you will be part of a team that fosters strong relationships and creates a safe environment, ensuring every student can and will learn. Join us in our mission to inspire and support the next generation of learners.
Demonstrated ability to develop, implement and evaluate a high quality Refocus program which support student wellbeing and success in being `Ready to Learn.
Demonstrated ability to adapt to meet the needs of individual students and maintain comprehensive, confidential case notes.
Demonstrated awareness and understanding of the issues encountered by young people and the ability to work alongside and support those who are experiencing barriers to education, training and employment.
Demonstrated ability to work in a multi-faceted team, fostering effective working relationships with all members of the college community, as well as knowledge of a range of support services available to support young people and their families.
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Highly developed communication and interpersonal skills and a demonstrated capacity for critical reflection and leadership in the Student Wellbeing area.
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 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.
This is a unique position developed specifically to meet the needs of the students of Crusoe College. A phone call to Bree McKern to find out more about the position is strongly encouraged prior to submitting an application.
Please note that the responsibilities listed below are not exhaustive but rather indicative of the scope of the role. Additional tasks may be required to support college needs.
Demonstrate Unconditional Positive Regard for all students accessing the Refocus space ensuring that every student is treated with respect, empathy and care.
Manage & maintain the Refocus access list in collaboration with Wellbeing and Engagement Leaders, ensuring appropriate support with the support of the Wellbeing Team, assess referrals submitted by Advisor Teachers determining student eligibility to access the Refocus space and ensure consistency in the referral process.
Communicate proactively with families outlining the purpose of Refocus, student expectations and assist in refining student de-escalation plans as needed.
Meet with families for Student Support Group (SSG) meetings providing insights and updates on student participation and progress within the Refocus space.
Ensure a calm, safe, and structured environment is maintained at all times within Refocus to promote emotional regulation and learning readiness. Facilitate student de-escalation, implementing and modelling strategies to help students return to class 'Ready to Learnl.
Support classroom teachers in identifying and applying emotional regulation strategies that can prevent escalation and support student success.
Use the Maestro Dashboard to monitor and track Refocus usage.
Use Compass to communicate with teachers, access referrals, add chronicle flag and record behavioural data if required.
Collaborate effectively with key staff including Advisor Teachers, Community Leaders, Engagement Leaders and Wellbeing staff to ensure holistic support for students.
Attend Engagement and Wellbeing Leader meetings and other meetings as required to provide advice and support about individual students.
Contribute to ongoing review and improvement of the Refocus space processes.
Other duties as required by your line manager or the Principal.
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
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
[email protected]
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.
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
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
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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
