Demonstrated knowledge and experience in middle and senior year student career pathways and the interconnect with meaningful student outcomes;
Demonstrated capacity to engage students or industry with program models and manage program data in accordance with government and education policy;
Experienced in advanced interventions in dealing with particularly complex cases that may require cross-profession or industry collaboration;
Effective communication skills when engaging with various stakeholders and levels of management including a commitment to the DET values;
Effective management of personal workload and motivation to deliver a program that rests across a large number of stakeholders, including student and support networks, schools and education systems, industry and workplace compliance and overarching state and Commonwealth regulations;
Demonstrated proficiency in data systems and analysis.
Head Start is a wraparound service provision that powers school-based apprenticeships and traineeships. Head Start aims to improve the outcomes, quality assurance and equitable distribution of opportunities for senior secondary and special education students who undertake school-based apprenticeships and traineeships (SBATs). Head Start also considers middle school students preparedness for success in the SBATs program. The Head Start SBAT program was piloted in over 150 schools from 2019 with strong outcomes and has expanded to cover the whole state.
The program will introduce more rigorous SBAT compliance and monitoring across the system supporting the states response to the 2020 Review into Vocational and Applied Learning Pathways in Senior Secondary Schooling (the Firth Review) reform agenda in senior secondary and vocational education. These reforms will collectively support all Victorian secondary students to pursue high-quality and valued vocational pathways aligned to their strengths and interests and to finish schooling with the skills and capabilities they need for success in further education, training, work, and life. The expansion of SBATs will also assist in addressing prioritised skill shortages by providing employers with support and access to school-based apprentices and trainees. The Head Start SBAT program includes flexible delivery of the senior secondary certificate with a strong focus on literacy and numeracy attainment; quality training delivered concurrently with secondary school education; and time on the job to support achievement of competencies.
The option to maximise time in employment has proven to support students¿ genuine progression through the apprenticeship or traineeship whilst meeting employer requirements. The program provides students with a clear pathway from school into employment with a qualification.
Manage the delivery of a range of program support services using a student-centred approach across schools or industry, including coordinating the student workplace matching process;
Determine work priorities, schedule and approach consistent with overall school and department policy frameworks; and manage relationships with school staff to ensure program goals are achieved;
Develops and maintains strong relationships with key program stakeholders such as students and their support networks, employers, training providers, Local Learning and Employment Networks (LLENs) and the local community.
Negotiate and manage contracts and service agreements relating to the program; and act on behalf of the Head Start leadership team in the delivery of student and/or industry services;
Develops and seeks to improve successful interconnections between the senior secondary reform programs; and identifies and responds to any unforeseen touch points or risks with such programs and other departmental initiatives alongside state-wide colleagues delivering the Head Start SBATs program;
Maintains detailed records for each student and industry engagement involved in the Head Start SBATs program; including interpret and analyse data to inform and provide authoritative advice to school and program leadership;
Supervision of students can be required where it is an integral part of the employee¿s position or in circumstances where supervision is required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.
Other duties as directed.
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
The Head Start Coordinator is a professional role, delivering a critical management and support function using a student-centred approach. The coordinator may engage or support students from up to 50 government secondary and specialist schools, as well as Flexible Learning Options settings that align with one of the twelve program hubs across Victoria.
Reporting directly to the Head Start Hub Director; the Head Start Coordinator will:
develop and support Head Start arrangements that align with individual student¿s stated career aspirations and interests supported by a collaborative sign-up process;
support the students progress through school and training; regularly undertaking site visits and reviewing the appropriateness of the work or training site;
provide students with relevant and practical skills development for the workplace and training settings; and provide a safe, supportive and positive environment that values professional development;
ensure appropriate support levels are maintained across the school/s providing key support and timely advice to the Hub Director, teachers and career practitioners
develop and implement professional support tools for the success of the Head Start program, including guidance to teaching, career, employer and other professional staff;
liaise with the general school community, the department and other government agencies; training, employer and other related service providers when needed;
Support the Head Start service provided to students or industry alongside program colleagues from across the state by identifying improvement opportunities and risk for strong student outcomes.
Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and is going through exciting change.
Over the next 2 years;
- HSC will be reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey.
- The current strengths at senior level in vocational education and its Sports Academy to be supplemented by a broader offering of VCE subjects for its growing student cohort.
Our Vision and Mission is to create a school that;
- Is a true learning community
- Is a safe, calm and happy environment
- Is a place students wish to attend, staff want to work and parents feel welcome
- fulfills student potential, and
- prepares students for life beyond school
Our current enrolment sits at over 800 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many Senior students travelling in from further afield. Our current staffing profile consists of an Executive Principal, three Assistant Principals, six Leading Teachers, four Learning Specialists, 83 Classroom Teachers and 39 Educational Support staff.
We are a medium sized College serving a culturally and ethnically diverse community. Our size enables us to know every student and offer a range of programs that are more commonly found in a large school.
Our 2022 to 2026 Strategic School Plan goals are to:
- Maximise each students achievement and learning growth, and
- Maximise each students wellbeing and engagement in learning
Our Values of Achievement, Care and Equity underpin all our work.
We use the metaphor of a learning compass to develop the types of competencies students need to successfully navigate towards the future we want, individually and collectively.
Just as a compass orients a traveller, the HSC Learning Compass shows the knowledge, skills, attitudes, and values students need not just to weather the changes in our environment and in our daily lives, but to help shape the future we want.
Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our Senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.
The College has three Centres of Excellence that enrich and extend the curriculum. These are;
- Sports Performance
- Arts and Performance
- Technology Innovation
As one of the largest school-based Registered Training Organisations in Victoria our Senior students can access the Hallam Valley Trade training Centre which offers a wide range of applied learning courses on site.
Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.
Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
An understanding of the school setting, particularly the relationships between middle and senior secondary education with career pathways is desired.
A current employee Working with Children Check card is mandatory.
Staff may be required to work across a number of school sites and visit workplaces.
A current drivers licence.
This position will require the candidate to allocate a minimum of two weeks leave allowance to work during the school vacation period, additional leave allowance may be considered.
