Virtual School Victoria (VSV) is the state's leading virtual school, offering 280 semester-based courses online, including VCE subjects. With an annual enrolment in excess of 7000 students from Foundation to Year 12, VSV is the largest state government school in Victoria. Around 2700 students are enrolled full time, while around 4300 students, most in Year 11 and 12, complete subjects with VSV while based in other schools.
The VSV student cohort is both diverse and unique. We provide education to:
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school-based students who do not have access to the courses they need in their own school
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children and young people with chronic physical and mental health circumstances that make it difficult for them to attend mainstream schooling
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young people involved in elite level sports and performing arts
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children and young people who are travelling within Victoria, around Australia or overseas
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young adults wanting to complete their education in a way that they find engaging
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remote, rural and regional children and young people who, due to distance, cannot attend a local school.
In addition to offering a host of teaching and learning courses approved by the VCAA, our specialist teachers provide students with individualised learning and support. VSV teachers are dedicated to building the confidence and resilience of each and every student. Like any school, our teachers regularly support and interact with students, but they do so in a different way to most schools: they do so virtually.
A Learning Advisor role is undertaken by all teachers as a core element of their teaching position at VSV. The overall aim of the role is to connect with and encourage students to belong to the VSV school community in order to optimise their student engagement, learning and wellbeing outcomes. Building positive relationships with students, their family support network and, where appropriate, their health practitioner, in an encouraging, friendly and supportive manner is crucial when teaching in a virtual school. The Learning Advisor role also involves team teaching the Social & Emotional Learning (SEL) program to students in Foundation to Year 10.
VSV's four core school values of Growth, Empathy, Respect and Collaboration guide our vision and underpin our interactions with students, parents/carers and staff. VSV is committed to providing a supportive and inclusive learning environment using a trauma informed approach based on the Making SPACE for Learning model. SPACE is an acronym for the 5 basic principles of trauma informed practice at VSV. These elements help teachers respond to the needs of all students but especially for those who have experienced trauma.
Learning and Teaching at Virtual School Victoria is informed by the Pedagogical Model for Online Learning and Quality Assurance Frameworks for Course Development and Teaching Online. A recent School Review confirmed our pedagogical model and quality assurance frameworks strengthened the school¿s role as a system leader and built on our goal of consistently providing high-quality and targeted teacher practice. Authentic, real-time, interactive learning is a key to teaching at VSV. Teachers develop engaging learning materials and utilise VSVOnline, our Moodle based Learning Management System, to create synchronous and asynchronous collaborative teaching and learning opportunities for students.
VSV students learn by taking part in online collaborative and interactive activities, communicating and interacting with other students and by receiving personalised support and feedback from their teachers. Students participate in active learning targeted to their needs. Teachers use purposeful ongoing assessment strategies to ensure continuous student progress. Data forms an important component in this process and guides personalisation and changes to student learning programs.
Our vision is to see VSV as a system leader in online, virtual and blended learning: sharing our knowledge and expertise, and leading system conversations around digital learning. VSV aims to lead a community of practice that will evolve and strengthen digital learning in Victoria, and positively influence and support other schools to develop in this space.
Currently VSV is implementing the Government¿s Expanding the VCE into Rural and Regional Victoria Initiative. As a result, VSV now delivers all of the VCAA VCE Studies Units 1 - 4. VSV delivers the Victorian High Ability Program (VHAP) which is an intensive 10 week online course to high performing students in Years 5 ¿ 8 as part of the Department of Education¿s Student Excellence Program. VSV also operates Bellum Bellum, a regional hub offering blended learning opportunities to VCE students in the Gippsland Region.
VSV has a large Education Support staff which includes teams in Administration, Enrolment, Online Team, Wellbeing and Inclusion.
The VSV staff work mostly in teams. As such it is important that all staff demonstrate effective teamwork. In particular, staff must be collaborative, cooperative and recognise the value of others' contributions with a view to delivering the best outcomes for students and VSV as a whole.
SC1 Demonstrated high level of experience and skill in coordinating a secondary college timetable and supporting an administrative role within the college.
SC2 Demonstrated high level capacity to liaise with other support staff and to develop procedures and guidelines relating to the work area.
SC3 Possess the technical knowledge and expertise relevant to the position as timetabler and daily organiser, and the ability to use and implement timetabling software and other software relating to Administrative functions.
SC4 Demonstrated high level capacity to provide advice and support to management in respect to the work area.
SC5 Demonstrated commitment to professional learning and growth for both self and others.
SC6 Demonstrated experience in the use of Student databases, Moodle LMS development, Monday.com, Microsoft Excel and Teams.
This is a 48/52 position with up to 30 recall days per year.
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.
¿ Daily management of 7-10 Online Lesson timetable having regard for team teaching, staffing changes, student allocations and other complexities and provide daily organisation functions. Experience with Timetabling Solutions Software is strongly preferred.
¿ Management of the VCE and Primary Online lesson timetable.
¿ Liaise with the Assistant Principal HR and Middle School Leader regarding timetable complexities, ensuring compliance with the VGSA and local agreements.
¿ School communication to relevant school departments, students and parents/carers, of staff absences, replacement classes, room changes and cancelled classes as necessary.
¿ Creation and Maintenance of Online Lesson meetings in Microsoft Teams and development and maintenance of Online Lessons buttons in the Moodle based Learning Management System. Experience with Microsoft Teams, Microsoft Excel, Microsoft Forms, Monday.com and Moodle is strongly preferred.
¿ Perform administrative functions as directed by the Business Manager and Principal team
¿ Any other duties as required by the Principal team and Business Manager
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
Proven recent experience in the Timetabling Solutions Software, Microsoft Teams, Excel & Forms, and Moodle LMS are essential to this role.
Experience in and/or knowledge of working in an online educational environment while not essential would be highly advantageous. The Virtual School Victoria utilises its own Student Database, in conjunction with CASES21 Administration. Training will be provided.
Prospective applicants are advised to visit the Virtual School Victoria website www.vsv.vic.edu.au
The successful applicant will be required to work from the schools location at 315 Clarendon Street, Thornbury. Standard hours are 8.15am to 4.36pm Monday to Friday.
Applications should be prepared in a standard font, preferably ARIAL or TIMES NEW ROMAN, at size 11 or 12. Pages should be single sided and have well delineated sections using clear headings.
Applicants are advised to include:
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A cover sheet providing the name of the applicant, record number (where applicable), home and email address, telephone number and a telephone number where the applicant can be contacted during business hours.
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A specific response to each of the six selection criteria of no more than one page per criterion.
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A separate curriculum vitae that is a summary of experience and qualifications.
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The names of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant.
Late applications will not be considered.
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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
