VCE Exam and Alumni Coordinator

Department of Education Victoria; Melbourne; On-site; AUD 60,000 - 80,000; Full time

Job summary

Department of Education Victoria in Melbourne seeks an education support class staff member to assist the Principal and leadership team. The role focuses on coordinating appointments, managing correspondence, and supporting school operations, with emphasis on wellbeing and inclusive practices.

The successful candidate will work within a collaborative team, contribute to the annual plan, and uphold child safe standards.

Qualifications

• SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
• SC2 Demonstrated capacity to work and collaborate with others in a team environment.
• SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
• SC4 Possess the technical knowledge and expertise relevant to the position.
• SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
• SC6 A commitment to professional learning and growth for both self and others.

Responsibilities

• Manage and coordinate appointments, meetings and commitments within the Principal¿s diary, ensuring schedules are maintained effectively.
• Prepare, manage and distribute correspondence on behalf of the Principal, maintaining a high level of professionalism and confidentiality.
• Undertake tasks and projects as directed by the Principal to support the effective operation of the school.
• Coordinate the annual ordering and distribution of staff diaries and related resources.
• Coordinate and maintain the School Alumni Program, including engagement activities, communications and record management.
• Organise and administer VCE examination timetables and associated arrangements, ensuring compliance with relevant requirements and deadlines.
• Perform other duties as directed by the Principal or Business Manager, consistent with the nature and level of the position.

Skills

Team collaboration

Communication skills

Advice to management

Professional learning

Education

Certification (up to 3 years)

Job description

Department of Education Victoria – Melbourne VIC

2d ago , from Department of Education & Training Victoria

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 has gone through exciting change.

Over the past 4 years;

• HSC 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 school progressively moved from a Year 10-12 to a Year 7-12 school allowing it to increase enrolments.
• The current strengths at senior level in vocational education and its Sports Academy have been 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.

We are a medium sized College serving a culturally, ethnically and socially 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 new strategic plan 2027 to 2030 has set the goals of:

• 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.

Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 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.

Our Sports Academy program is well recognised across the state as leaders in some sports. We have a high level of success particularly in our Rugby League girls and boys program and have recently introduced Soccer to the Academy. Netball, AFLW, AFLW and Basketball are also feature sports in the program.

As one of the largest school-based Registered Training Organisations in Victoria our senior students can access the Hallam Valley Trade Training Centre which provides a wide range of applied learning courses on site.

Our evidence-based approach to learning and teaching is underpinned by evidence and closely linked to the Victorian Teaching and Learning Model 2.0 and we value and balance both Wellbeing and Learning as the core of our work aligned to FISO 2.0. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model as the stable base for high quality practice across the school. We use a collaborative approach to planning and a regular assessment check in to both summative and formatively assess our students learning and what the next steps will be. 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.

Leading Teachers

• Junior Sub-school Leader Year 7 and 8
• Middle Sub-School Leader Year 9 and 10
• Senior Sub-School Leader Year 11 and 12

Learning Specialists

• Instructional practice Coach BSEM
• Instructional Practice Coach VTLM 2.0
• Instructional Practice Coach Learning focused feedback and Whole School Literacy
• Instructional Practice Coach Whole School Data and Numeracy Implementation
• Instructional Practice Coach Disability Inclusion

Our leadership team works collaboratively across 2 executive teams that take responsibility for the Annual Implementation Plan.

Selection Criteria

• SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
• SC2 Demonstrated capacity to work and collaborate with others in a team environment.
• SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
• SC4 Possess the technical knowledge and expertise relevant to the position.
• SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to the work area.
• SC6 A commitment to professional learning and growth for both self and others.

Role

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. This may include coordination of other education support class staff within the work area or educational program.

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. Supervision of students can be required individually or in groups up to 4 in controlled circumstances and where the responsibility for students remains clearly with a teacher.

Certification and/or qualifications of up to three years can be required at this level (noting that Registered Nurse is not included at this level, the first level for which is Level 1 range 3).

A role at this range may include:

• Specific support tasks to achieve outcomes. Typically, this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the co-ordination of a work area under the direction of the principal or a manager.
• Assisting teachers, within an educational program, by undertaking specific support tasks or the coordination of the support function.
• Supervised health and wellbeing support tasks, medical intervention support tasks, or other specialised student/teacher support roles (e.g. enrolled nurses performing the role as described in schedule 3). These roles require specific qualifications and/or training, including roles where further training must be undertaken from time to time. The role is for a specific purpose, for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.
• Technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science, and information technology would be typical examples.

Responsibilities

• Manage and coordinate appointments, meetings and commitments within the Principal¿s diary, ensuring schedules are maintained effectively.
• Prepare, manage and distribute correspondence on behalf of the Principal, maintaining a high level of professionalism and confidentiality.
• Undertake tasks and projects as directed by the Principal to support the effective operation of the school.
• Coordinate the annual ordering and distribution of staff diaries and related resources.
• Coordinate and maintain the School Alumni Program, including engagement activities, communications and record management.
• Organise and administer VCE examination timetables and associated arrangements, ensuring compliance with relevant requirements and deadlines.
• Perform other duties as directed by the Principal or Business Manager, consistent with the nature and level of the position.

Who May Apply

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

Diversity and Inclusion

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*******@education.vic.gov.au

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.

Child Safe Standards

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

DE Values

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

Other Information

• 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 https://www2.education.vic.gov.au/pal

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