Range 4 is distinguished by broader management responsibility, particularly in the areas of finance, human resource and other support functions. Range 4 is responsible for managing a range of functions under a wide range of conditions, subject to the size and complexity of school operations.
Objectives will, generally, be clearly defined; guidelines will be broad and day-to-day direction minimal. Management responsibility extends to ensuring appropriate support levels are maintained across the school. Range 4 generally provides key support and timely advice to the leadership team and school council and liaises with the general school community, the Department and other government agencies and service providers.
Specialised professional roles will carry a high level of independence and accountability where suitable scope is provided to achieve objectives.
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.
Leading Learning, Engagement and Wellbeing Priorities:
- Establish a framework for both proactive and responsive wellbeing measures to be used at the college
- Collaborate with the Assistant Principal team to lead the implementation of The Resilience Project
- Collaborate with Assistant Principal team to lead the implementation of Berry Street Model
- Develop opportunities for the incorporation of proactive wellbeing initiative including the use of time in student mentoring programs, curriculum offerings and events/days
- Establish and refine Team Around the Learner and Case Management processes across the college, including oversight of complex case management
- Develop a whole school wellbeing programs framework based on Lyndhurst community needs, including plans for cohesive approaches to key community-based issues
- Oversee compliance with DET regulations around mandatory reporting and staged response documentation
- Manage critical incidents and crisis intervention (including postvention plans)
- Ensure school-based policies (including Child Safety Standards) meet requirements, are regularly communicated and known by all members of the LSC community
Leading Students:
- Manage small case load of students ¿ highly complex cases
- Establish opportunities for students to have a voice in Wellbeing supports provided across the college
Leading Staff:
- Lead the Wellbeing Team to work towards a consistent vision for student support related to wellbeing, including leading regular team meetings
- Oversee the management and allocation of team caseloads based on referrals and identification
- Ensure clear role descriptions for all team members are in place, as well as ensure all team members are working according to the team¿s trademark behaviours
- Identify and utilise PL and other opportunities for staff to build their capacity across Student Support, including overseeing the PL program for the team
- Provide PL for other staff on relevant items e.g. wellbeing referral processes, trauma-informed practice etc.
- Ensure staff have appropriate external supervision and debriefing processes to support them in their role/s
- Regularly review team operations and adjust to optimise team dynamics and functionality (including regular performance reviews
Leading Community:
- Identify significant movements and celebrations for the LSC community that support cohesion, inclusivity and respect and lead the planning and implementation of ways to recognise these at the college
- Establish collaborative relationships with Wellbeing Teams from other local schools
- Active member of the Transition Team
- Use communication channels to support parents and carers in developing their understanding of Wellbeing and opportunities to support their young person
Managerial Leadership:
- Oversee the collection, scheduling and storage of whole school Wellbeing data
- Oversee the production of relevant documentation, including policies, handbooks and visuals
- Manage and oversee the whole school Wellbeing budget, including the allocation of the MHM Fund
- Attend and co-lead regular Sub School Leader meetings
- Lead regular meetings with the sub school team to track progress and determine actions to support the cohort of students, parents and carers
- Attend weekly meetings as part of the Leadership Team
- Set up clear communication structures with staff, students, parents and carers
- Other duties as directed by the Executive Team
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
Please ensure that your application includes:
a 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.
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.
- 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
COLLEGE PROFILE, VISION AND VALUES
Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey - one of the fastest growing municipalities in Australia. Our college has an enrolment of 800 students. Over recent years, the cultural mix of the College has evolved, with students coming from over 50 backgrounds and nationalities.
Our College vision, empowering students for learning and life, is lived on a daily basis through both our classroom practices and co-curricular opportunities. Our College values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all. These are recognised with students through an active SWPBS framework known as Lyndhurst Legacy whereby staff can recognise students for their demonstration of College values to accumulate points, which contribute to regular awards given at year level and whole school assemblies.
WHY APPLY TO WORK AT LYNDHURST SECONDARY COLLEGE
The best answer to this question comes from both our staff and students and their perspectives on life at Lyndhurst.
In the 2023 Student Attitudes to School Survey, our students reported positive results that were above both similar schools AND state results in EVERY single measure. This includes important areas such as effective classroom behaviour, stimulated learning, having an advocate at school, a sense of connectedness and high expectations for success.
In the 2023 School Staff Survey, our staff reported positive results that were at or above both similar schools AND state results in 14 of a total 17 measures. This includes important factors such as having a collective focus on student learning, instructional leadership and staff safety and wellbeing.
HOW DO WE SUPPORT NEW STAFF
As a college, we have a strong focus on supporting new staff to make the transition to life at Lyndhurst. This includes all staff members having an induction process led and overseen by an Assistant Principal. As part of our staff induction program, we allocate every new staff member a mentor to be their initial go to for any questions or needs that may arise. In addition, we run fortnightly professional learning and support sessions for new staff which covers everything from how to use our school-wide Compass system, through to best approaches for learning, engagement and wellbeing in the classroom.
Furthermore, the college has invested in supporting new staff to the college, as well as new staff to the teaching profession through the development of the GETSET program. This program (Graduates Entering to Supported Educators Thriving) focuses on the development of professional learning and support for staff to ensure they are able to be the best educators possible. The college has two GETSET mentors who work closely with the Assistant Principal overseeing induction/transition to develop professional learning sessions, as well as provide more individualised support to staff as required through observations, peer coaching and feedback.
Provisionally registered teachers are supported through the allocation of a VIT Mentor, as well as specific sessions in the induction program dedicated to supporting staff to complete their VIT projects.
COLLEGE-WIDE APPROACH TO KNOWING OUR STUDENTS
The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students. We have school-wide, consistent approaches to classroom routines and classroom/behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective.
In 2024, we commenced the work of implementing the Berry Street Education Model framework, with all staff undertaking 4 days of professional learning. We also have a daily 10-minute home group and weekly Mentor period where teachers work with the same teacher who deeply knows their group of young people and works with them to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways.
CURRICULUM OFFERINGS
Our curriculum offers a range of flexible learning options and support programs. This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum. The college is also home to its own state of the art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year. Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10.
STUDENT VOICE AND AGENCY
As a college, we understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community. ¿We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups.
CURRENT STRATEGIC FOCUS
Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students. The objective is to teach each students point of need, regardless of where they on the learning continuum.
This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan
