SC1 Demonstrated capacity to engage and work with young people to address social, emotional and educational needs, including attendance.
SC2 Highly developed communication, networking and interpersonal skills, including the ability to liaise effectively with the community and beyond.
SC3 Demonstrated capacity to work in a team environment.
Sc4 Demonstrated commitment to professional learning and growth for both self and others.
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.
- Work collaboratively with the wellbeing team to address the wellbeing and educational needs of students including the implementation of Respectful Relationships and the Safe Schools programs.
- Management of attendance related issues for students at risk of disengagement from schooling
- Student intake, psychosocial assessment, brief intervention and triage of support.
- Support students through the identification, provision and documentation of intervention strategies that address barriers and risk factors.
- Case management of students in out of home care, Indigenous, refugees, including compliance with DE requirements
- Facilitate referrals to internal and external support services, such as DE Navigator, Family support services and CYHMS
- Maintenance of accurate and up to date student case notes and files.
- Collect data on wellbeing referrals
- Facilitate and/or support professional learning workshops for staff as required
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
Applicants should include:
- A specific response to the Key Selection Criteria
- A copy of qualification transcripts (to be brought to interview if shortlisted)
- WWCC registration number
- A summary of relevant experience
- Three referees able to comment on your application's key criteria (please provide phone numbers and email addresses)
Please note: Referees not listed may be contacted.
- 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
Glen Eira College is a dynamic, co-educational school recognized for its strong academic approach We foster a vibrant learning environment that empowers students to learn, grow, and form meaningful connections as local and global citizens who respect the rights of all.
Vision
At Glen Eira College, our vision is for students to be empowered learners and engaged members of their community, both locally and globally. Learn, Grow, Connect.
Values
- Growth and Striving: We grow and aspire to learn by innovating and collaborating together.
- Equity and Integrity: We all have access to a broad range of opportunities that are inclusive of our diverse community.
- Care and Respect: We care for each other, we act respectfully and support each other in doing our best.
Student Learning and Excellence
Glen Eira College offers a highly successful Select Entry Accelerated Learning (SEAL) program, enabling talented students to advance a year ahead in core subjects such as English, Maths, Humanities, and Science. We also deliver a robust EAL and International Student Program, reflecting our global perspective.
Our team comprises 64.1 Effective Full-Time (EFT) teachers, 4 Principal Class members, and 24.32 Education Support staff. Supported by an engaged College Council and parent community, our leadership team continues to strive for excellence.
We are currently constructing a new Middle School hub, due for completion in March 2026; once complete, our capacity will increase to 1200 students.
Language Learning at Glen Eira College
We are committed to high quality language learning, offering students a choice of:
French:
- French 1st Language (Accredited to deliver CNED for native speakers)
- French Immersion (3 lessons weekly of French Language, 3 of Humanities, 2 of Drama, all in French)
Mainstream French
Japanese:
- Japanese Immersion (3 lessons of Japanese Language, 4 of Science¿all in Japanese)
- Mainstream Japanese
In 2024, the program won the Dr Lawrie Shears Outstanding Global Teaching and Learning Award given by the Victorian Government.
Hebrew:
- Mainstream Hebrew
- Hebrew Enrichment
Student Success
We provide a comprehensive curriculum with a wide range of Year 10 to 12 subjects. Our challenging extra-curricular programs, personal development opportunities, and leadership training enable students to develop both socially and academically.
Year 12 students benefit from access to Centre for Higher Education Studies (CHES) and university enhancement programs. GEC graduates continue a proud tradition of excellent VCE results, progressing to tertiary and TAFE courses of their choice.
School Improvement Focus
Glen Eira College is on a strategic journey of improvement, reflected in significant growth and improved student outcomes. We are proud recipients of The Age's `Schools that Excel¿ Award and have become the community's school of choice.
We remain committed to ongoing improvement through the delivery of holistic educational programs that meet the diverse needs of our students. We invite highly capable professionals to join us on our mission to excel as Caulfield's school of choice.
For further information, please visit our College Website.
