Nathalia Secondary College aims to prepare students for an ever-changing world. Developing teenagers into young adults and giving them the knowledge and skills to be work ready or continue with further studies when they leave our college. Creating, in partnership, with parents and community; students who are well balanced, respectful, motivated, aspiring and contributing citizens.
At Nathalia Secondary College our vision is to inspire successful and passionate learners.
All members of the college community live the school values C.L.E.A.R.
Caring
Learning
Excellence
Accountability
Respect
Social - community and demographic
Nathalia Secondary College was established in 1919. We have an excellent reputation as a public school in our community. We have a great tradition of excellence and being able to put the student at the centre of everything we do. We aim to get each student either work ready or onto further study.
Current SFO of 0.5600.
Nathalia is a 'can do' community. We support one another while being caring and concerned for each other.
Student voice is an integral part of college planning.
Enrolments are currently sitting at 100 students
Staffing consists of a Principal, Assistant Principal and Leading Teacher. There is a total of 15 teachers and 15 educational support staff, including a Mental Health Practitioner and Student Wellbeing Officer.
We have a house system and we offer a variety of co-curricular enhancement and enrichment activities for our students.
With our small numbers, we look after the individual in a holistic way. Having said this, curriculum is set with Year 7/8 (electives in Arts and Technology), 9/10 (electives across Arts, Science, Humanities, PE and Technology) and Senior School certificates.
An active School Council that values parent contributions about the direction of our College and how we maintain our good reputation whilst challenging, preparing and engaging our students (their children).
We seek the support of our community through the Nathalia Learning Community, also with links to local businesses. We use this to value add to our Careers program.
50% of our staff are based and live in the local community, which is a positive in a rural town.
Our unique partnership with St. Mary of the Angels Catholic College is very positive and beneficial; with sharing of VCE classes and the Trade Training Centre project enhance opportunities for all students.
Together with Nathalia Primary School, St Mary of the Angels and St Francis Primary Catholic School we form the Nathalia Learning Community. Ensuring the delivery of a consistent approach to education in Nathalia. We are all proud of this alliance as it ensures great outcomes for students as well as being a pillar for the commerce priorities of a small rural thriving community.
Educational
Innovative, vibrant and progressive educational provision for Year 7 - 12.
VCE, VET and VCEVM / VPC courses.
Provider for VET ¿ Building and Construction Cert II and Salon Assistant Cert II
We offer enough within our curriculum which builds capacity in our students to meet the challenges of a world outside of our College and ensure they can be active contributors to the community they live in.
Many of our activities are driven by student passion and interests, which does make for engaging programs.
Staff and parents are very supportive of initiatives that are offered.
Excellent pathways so students can be successful in gaining access to tertiary placements, apprenticeship, traineeships, work and TAFE options.
Successful exit destinations that meet student¿s aspirations.
Literacy initiatives, HIT's and Teaching Practices are our highest priority across all levels.
Every teacher is a Literacy Teacher.
Positive Behaviour in Schools is the model for managing student behaviour.
Technological
We aim for a 1:1 allocation of computers through specified or school provided devices.
Every learning space has Wi-Fi capability for staff and students.
All teaching staff have laptops and/or iPads.
Staff and Students use the student management system, SIMON.
Environmental
Grounds are well maintained, including grassed areas and natural flora surrounds.
In 2020 a new modular building was installed and provides a new admin front office, foods room and new toilet facilities.
In 2021 a new PE shed was built to house a gym and music facilities.
Skills
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Demonstrated strong organisational skills with the ability to prioritise tasks
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Demonstrated strong interpersonal and communication skills
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Demonstrated a level of initiative to complete tasks in a timely manner
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Demonstrated capacity to work effectively in a team and take direction from teachers and school leadership
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Demonstrated strong computer skills and the ability to learn new software applications quickly.
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Demonstrated strong written communication skills, including the capacity to clearly convey information, craft professional emails, and adapt writing style to suit difference audiences and purposes.
Qualifications and Experience
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Valid Working with Children check
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Prior experience working in administrative roles is desirable
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Prior experience working in a school or educational setting is desirable
Victoria has secured funding from the Australian Government¿s Workload Reduction Fund to trial a new type of Education Support role in schools to reduce teacher workload. The Operational Teaching Assistant (OTA)* will play an integral role in supporting a reduction in teacher workload. The role involves performing a variety of tasks typically undertaken by teachers that do not require a teaching qualification, VIT registration, or the specific skills and knowledge of a teacher. The OTA* will undertake these responsibilities and reduce the workload of teachers.
Participating schools must ensure that the responsibilities assigned to an OTA are designed to reduce teacher workload.
OTA roles and responsibilities will align with those of an Education Support level 1 range 2 position in accordance with the Victorian Government Schools Agreement (VGSA) 2022. Schools must tailor the role within the parameters of the VGSA, the program guidelines and the unique context of their school.
An education support class position at this range will perform tasks that are carried out in accordance with guidelines, accepted practice, and school policy under supervision and direction.
An education support class position supports the educational services being provided to students but must not include duties of a teacher as defined in clause 2.6.1 of the Education and Training Reform Act 2006 (Vic) or its successor.
The responsibilities for this role may include:
Setting up the classroom for the day or for a particular activity, sourcing or collating learning materials, assisting with preparing equipment for students with additional needs, recording student attendance.
Collection of and administration related to permission notes and payments for activities, such as camps and excursions; booking buses and venues; completing risk assessments and associated documentation; auditing, ordering and organising classroom materials and resources; and purchasing event specific supplies.
Supporting teachers to communicate with parents/carers through the relevant school platform, such as classroom specific events or reminders.
Following school-determined processes for actioning external service requests, such as NDIS providers. For example, booking rooms, developing timetables, collecting and checking permissions and updating routine records for teachers.
Uploading teacher completed documents onto online systems, including entering teacher determined student data.
Complete template documents for camps and excursions.
Convert documents from one place to another for teachers, such as upload plans onto the school¿s Student Management System.
This role does not involve working with students; it is supporting the administrative and operational work of teachers.
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
Ways of Working
Education support workers at this range will undertake routine tasks and work that carries some degree of independence, generally involving a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established, and direction is readily available.
Schools must ensure the provision of structure and time to enable:
A well-structured environment where routine tasks are clearly defined.
Working under the supervision and direction of teachers to receive ongoing guidance and support.
Working cohesively with teachers and other staff members.
Tasks are performed in accordance with established guidelines and the Victorian Government Schools Agreement 2022.
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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
