SCHOOL PROFILE

Athol Road Primary School has a current enrolment of 375 students, comprising over 30 different cultures with over 80% of students who do not speak English at home. The richly diverse multicultural community works together to create a well-resourced, orderly learning environment that caters for the needs of each individual - and acknowledges and celebrates achievements. Cultural diversity flavours all school programs and provides a background for teaching tolerance.

SCHOOL CONTEXT

The school structure is organised into Learning Centres with teachers operating in Learning Centre Teams. The key focus of the school is to provide every student with Personalised, Point of Need programs based on the authentic analysis of data, where digital technologies integrate naturally into all learning. Student Voice is also a key component of all programs.
 

The central focus for Athol Road Primary School is its students – their learning and well-being. Building supportive, caring relationships is the school’s core building block. Students learn to work cooperatively with others, to think laterally, make their own decisions and be responsible for their own learning and behaviour.

The school strives to foster the potential talents of students by enriching their bodies, minds and creativity through a diverse range of extension activities that enhance the formal curriculum and challenge them to achieve excellence in a wide range of cultural, artistic and sporting activities – both within the school and within the wider community. Vibrant specialist programs provide students with opportunities to excel in the areas of Visual Arts, Performing Arts, Physical Education-Sport and Music.

Integration aides and multi-cultural aides support programs within the school to provide a strong liaison between school and the majority of parents through translated notices, newsletters, interpreting at parent/teacher interviews, parent review evenings, information evenings/days and general day-to-day enquiries.

The school recognises the importance of the home/school relationship and encourages parent participation at a range of different levels. In cooperation with parents and the community, staff members establish high expectations for all students as the standard and provide a safe, supportive environment where students have the opportunity to become productive, knowledgeable and responsible citizens.

An Early Learning Centre – incorporating playgroups and an on-site kindergarten – provides a seamless transition to school and a strong link with the local community. Connections with community organisations provide important support for our school community.

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position. Knowledge of the administration function within the Cases21 system is essential for this role.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.

This role is full time, however, the work schedule is negotiable.

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
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.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

There is a probationary period of up to 6 months attached to this role.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

• 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 of 6 months applies 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

SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.

Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
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.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.

- Undertake clerical and keyboard duties in support of the school administration function.
- Provide document preparation support.
- Maintain, enter and retrieve data from the schools computer system.
- Perform reception duties, including the screening of visitors to the school, and arrange interviews as required.
- Prepare straightforward correspondence according to school procedures (e.g. sending out form letters).
- Prepare inventories, requisitions and uncomplicated documents.
- Maintain and update basic written records.
- Obtain basic data or factual information from given sources, e.g. books, reports, manuals, catalogues, tables, forms, etc.
- Check for simple inaccuracies in forms and correspondence such as spelling, punctuation and spacing.
- Make less complex routine entries in records, e.g. stock movement; file movement, accounts, leave.
- Make appointments and maintain diary records.
- Select and use equipment in accordance with school procedures and manufacturer's instructions.
- Receive enrolment documentation and record data.

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

- 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

Fountain Gate Secondary College was established as a Year 7-12 stand alone school in 2009. It is located in Narre Warren within the south east growth corridor of the City of Casey and in 2017 has a total enrolment of 1100 students. It provides an excellent, comprehensive education for the Narre Warren community in a secure, supportive and educationally challenging environment.

The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have a well-established relationship with our feeder primary schools through the Fountain Gate Cluster.

This is a strong, stable and effective leadership team consisting of three Principal Class members and eight Leading Teachers. Our School Council are a cohesive group that are actively engaged with the College.

In 2016, the College implemented a Whole School Improvement Plan which involves three stages. The first stage focuses on establishing the right preconditions for learning: setting high expectations, providing strong leadership and establishing an orderly learning environment.

All students in the college have ‘the right to learn’; to support this premise there is a highly effective student management system that operates across three sub schools (Junior, Middle and Senior). This is underpinned by the Code of Cooperation and promoted through our four key values of Endeavour, Honesty, Responsibility and Respect. There is a redeveloped College-Wide Behaviour Management Plan to ensure there is consistency in practice.

The second stage involves focussing on two key areas within the Framework for Improving Students Outcomes (FISO): Building Practice Excellence and delivering a Guaranteed and Viable Curriculum. The College has developed a sound Professional Learning Community framework that aims to build collective teacher efficacy. The third and final stage involves the implementation of the Teaching and Learning Framework and Instructional Model which is underpinned by peer observations and staff Performance and Development. All aspects of our professional learning and improvement plan are directly linked to our key purpose: improving student outcomes.

During Years 7 and 8, students undertake a core program that addresses the eight key learning areas. The College is committed to making real improvements to literacy and numeracy outcomes. The introduction of an innovative literacy intervention model in 2016, involving a literacy coach, intervention teacher and classroom teachers has been highly successful. This program uses the Fountas and Pinnell Levelled Literacy Intervention system and other research based methods. All staff engage in Literacy for Learning professional learning and practice and our College philosophy is that all teachers are teachers of literacy. The Mathematics program from Years 7 – 10 involves a dedicated numeracy period every fortnight. In 2017, the College changed to a five period day to enable teachers to deliver more effective lessons underpinned by an evidence-based learning cycle.

The College has redeveloped the curriculum map to reflect improved subject offerings. At Years 9 and 10, students are encouraged to explore their interests and aspirations with over 60 elective offerings that can include a VCE subject.

The College has set a clear vision to embed STEM education into the core Year 7 – 10 curriculum program. In 2018, a new STEM facility will be built which is very exciting for the school community.

The College has a long-standing Alliance with Gleneagles Secondary College and Hallam Senior Secondary College. The three Colleges have adopted a ‘programs approach’ to the selection of subjects at Years 11 and 12. Each program consists of recommended and complimentary studies that provide a clear direction and links to future pathways. Students select their program based on their proposed career choice, learning strengths and personal interests.

Fountain Gate Secondary College is currently offering four senior VCE programs: Biomedical; Commerce; Art, Design & Technology; and Creative Arts. Each program has an extensive range of recommended and complimentary units for students to select. Students can also select subjects unrelated to a program and can access subjects or programs at our Alliance partner schools.

All students are encouraged to achieve their ‘personal best’. An extensive awards system operates throughout the year that recognises student achievement, acts of citizenship and contributions to a positive school community. Our house system contributes to school spirit. The College successfully competes through interschool sports, the Aerobics Program and Rugby Union Elite Program at district, zone, state and national level. Our Future Problem Solving team have attended the international finals in the USA three times to date.

Our High Achievers Program for Years 7 to 10 is well established and has attracted a very positive reputation. Students are selected through an examination, teacher recommendations and interview. Students are exposed to an enriched and challenging curriculum that enables them to reach their full potential.

The College has a strong commitment to providing vocational guidance and programs designed to support students to aspire to achieve their goals in life whether they be a particular career pathway or higher education. We have introduced a Year 9 and 10 Pre-Cal program to support ‘at risk students’ to re-engage in their education.

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An extensive range of opportunities are offered to develop students’ communication skills and leadership capacity that includes School Captains and Year Level Captains, Student Representative Council and House Captains. Student voice is highly valued in the College.

To support the wellbeing and educational needs of our students we have a partnership with Headspace and have an onsite team consisting of: College Wellbeing Leader, Re-engagement Officer, Attendance Officers for each Sub School, Integration Co-ordinator, Youth Worker, Chaplains, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, onsite psychologists and a School Nurse. We are to benefit in 2018 from the ‘Doctors in School’ program.

The Performing Arts area has significantly contributed to the growth of extra-curricula activities. Students are eagerly involved in the junior and intermediate concert bands, contemporary bands, singing, dance and drama. These activities have a focus on participation and enjoyment and culminate in a range of performances such as the Production and the Talent Show.

SC1 Demonstrated understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to implement and evaluate learning and teaching programs in accordance with the Victorian curriculum.

SC2 Demonstrated understanding of how students learn and effective classroom teaching strategies and the capacity to work with colleagues to continually improve teaching and learning.

SC3 Demonstrated capacity to monitor and assess student learning data and to use this data to inform teaching for improved student learning.

SC4 Demonstrated high level written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community to focus on student learning, wellbeing and engagement.

SC5 Demonstrated commitment to continually improving teaching quality and capacity through the application of knowledge, skills and expertise derived from ongoing professional development and learning

The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes.
These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Core responsibilities include:
- Planning and implementing a range of teaching programs or
courses of study
- Teaching an area of the curriculum or a general curriculum to a
year level
- Monitoring, evaluating and reporting student progress in key
learning areas
- Implementing strategies to achieve targets related to student
learning outcomes
- Maintaining records of class attendance and recording student
progress
- Implementing effective student management consistent with the
school charter.
- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio
Additional responsibilities may include but are not limited to:
- Supervising a range of student activities including support and
welfare programs
- Contributing to a range of co-curricular programs

Scholarship positions are available to final year student teachers at Australian universities who graduate prior to the vacancy commencement date. Teachers who have graduated from these universities within 12 months prior to the commencement date are also eligible provided that they are not already employed as a teacher by the Department.
Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Written response to the selection criteria is mandatory.

• 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

This position is part of the Department’s New Graduate Incentive program. Appointees to this position may be eligible for an incentive valued at $7,000. This consists of an upfront payment of $5,000 paid after acceptance of an employment offer, plus a bonus of $2,000 paid after the appointee has worked in the school for a minimum period of 3 years. All incentives are characterised as taxable income.

More information about New Graduate Incentives is available at

http://www.education.vic.gov.au/teachingpathways