Education Support: Vocal Tutor

Selection Criteria

Role

Attendance requirement for this position: To be negotiated

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.

Responsibilities

The responsibilities of this position will be:

• Provide solo and group tuition
• Contribute to the performance program of the school across a wide range of small group and large group performances within and outside the school.
• Support the development of a performing arts culture within the school and promote student leadership within performing arts.
• Contribute to the promotion and development of The Arts within the school community.
• Monitor, evaluate and report students' progress.
• Maintain records of class attendance.
• Implement strategies to achieve goals related to the college strategic plan
• Maintain a high standard of student management

Who May Apply

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

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Conditions of Employment

• 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

Location Profile

Our College

Eaglehawk Secondary College (ESC) is a Year 7 - 10 college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce. Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College, with which ESC has a very strong partnership as a member of the Bendigo Education Plan cluster schools.

The college has a student population of 570 students drawn from Eaglehawk, Bendigo and the adjacent rural areas, with projected growth to 700. The college was completely rebuilt in 2012 with outstanding facilities including four Learning Communities; Design and Technology building; Performing Arts Centre; Library; Food Technology areas; Gymnasium; a purpose-built Innovation Learning Centre for STEAM and an onsite reengagement facility that hosts the college¿s Connect Program.

Student Engagement

A wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.

The major features of ESC are:

• A well-balanced curriculum that has breadth, depth, engagement, and challenge.
• Personalised learning opportunities that increase agency and voice in learning.
• Literacy and Numeracy programs catering for personalised learning.
• Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment.
• Bring Your Own Device program in 2025
• Programs to support Indigenous students.
• Tutor supported program for Karen students.
• Opportunities for students to thrive in our onsite re-engagement program ¿Connect¿ that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community.
• A Teacher Advisor Program committed to the learning, wellbeing, and engagement of students.

ICT

ESC maximises learning technologies through the Bring Your Own Device Program to be introduced in 2025. Parents are kept informed of their child¿s learning and attendance via COMPASS platform. Every student in the College is connected on-line for their learning and assessment.

Responsive & Innovative Curriculum

A wide range of teaching and learning strategies are employed to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.

Curriculum initiatives include:

• E-Learning across the curriculum
• Pathways opportunities which include Work Experience and Head Start
• VET and VCE provision at Year 10.
• High needs transition program for at risk students Year 6 moving to Year 7
• Year 10 transition program to Bendigo Senior Secondary College
• Breadth of subject and elective offerings across the curriculum across years 7-10
• Courses are designed and aligned with Victorian Curriculum in the areas of English, Mathematics, Humanities, Arts, Science, LOTE, Design and Technology and Health and Physical Education.
• Opportunities to undertake specialist programs as part of the BEP cluster secondary schools initiative including the Athletic Development Program and STEAM
• RACV Energy Breakthrough and the Bendigo Instrumental Music Program (BIMP)

Parent Engagement

Parents obtain regular feedback about student progress and competencies through:

• Ready to Learn conferences at the start of the year and Parent / Teacher / Student interviews at the end of Semesters 1 and 3.
• Progressive student assessment and reporting information available through COMPASS for each unit of work.
• End of semester reports on Victorian Curriculum progress via COMPASS
• Course Counselling for subject selection for Years 8 ¿ 10.

College Facilities

Our school has been built to cater for a long-term enrolment of 800 students. The school is designed on principles that have created modern school buildings capable of supporting a wide variety of new teaching and learning approaches.

The school design allows for:

• Personalised learning for every student.
• Curriculum that has breadth, depth, engagement and challenge.
• Applied and practical learning experiences.
• Each student has a Teacher Advisor for student wellbeing, mentoring and academic support.
• Indoor-outdoor connections for learning. For example, the GROW program and 3556 Magazine.
• Student leadership opportunities through our Student Activities and Leadership Team
• Partnership programs with La Trobe University, Bendigo.
• College Production.

Supporting All Students

The facilities have a capacity to provide a vast curriculum program including STEAM and Project Based Learning programs. The setting supports students to build effective relationships with their teachers and their fellow students.

Learning Communities

Learning Communities accommodate up to 200 students. The community caters for their core curriculum classes and provides the base for their management and welfare as a group. Small teams of teachers provide home group (Teacher Advisor - TA) tutoring to small groups of students in each Learning Community, which will help develop a culture of high expectations, underpinned by a commitment to effort and hard work by all.

The flexible learning spaces support the extensive use of Information Communication Technologies. The design of the neighbourhoods allows effective supervision of all students in the group and includes social spaces where personal relationships are formed.

Learning communities also include:

• Studio classrooms for up to 25 students.
• Interview spaces that can also be used as a workspace for three or four students.
• Breakout spaces where a range of teaching and learning activities can occur.
• Specialist Arts / Science studios and a link to specialist areas for Design and Technology Studies, Health and Physical Education and Performing Arts.