Numeracy Support - Es 1.2

Location Profile

Kambrya College is a co-educational Government secondary school in Berwick, Victoria, Australia. In 2025, we will have a student population of over 2400 students. We offer a broad range of programs from Years 7-12, culminating in highly effective VCE (academic and vocational majors) programs in the senior years. Our VCE results place us in the top 13% of Victorian Government Secondary Schools.

Our staff culture is one of both high expectations and collective efficacy. Our annual DET staff opinion survey results consistently show that we are 10-20% above the state average in all core indicators, such as school climate, collective efficacy, collective focus on student learning, and staff trust in colleagues. Overall, our staff survey results show that for school climate indicators we are in the top 10% of all Victorian Government Schools. Our College also has a strong focus on developing leadership skills for staff, and we have a broad range of leadership positions available for staff to progress their careers. We take particular pride in our approach to supporting and mentoring teachers who are new to the profession.

Kambrya College provides outstanding support and opportunities for all teachers to develop their skills. Our school culture is extremely positive, with Department of Education School Staff Survey results above the 90th percentile in many categories. For example, our "Staff Trust in Colleagues" component in 2023 was in the 92nd percentile in the state.

Graduate teachers are extensively supported to achieve their full registration with VIT, through a simple and streamlined process with extensive support. In addition to the regular 5% reduction, our beginning teachers have their teaching load further reduced to give them access to DE's "Career Start Program" which includes PD and additional mentoring.

The career opportunities at Kambrya College are vast. With a structured Leadership Development Program, one-to-one GROWTH coaching for all teachers and tiered opportunities for leadership and development, we have an extremely high staff retention rate.

In the Junior School (Years 7-9) we operate four vertical sub-schools which each reflect one of our core values (integrity, achievement, respect and compassion). Students join one of these four sub schools and remain in this sub school with their peers and a core group of teachers until the end of Year 9. Senior School students are still part of a sub school however they have their own separate buildings and facilities including a study room and access to a small kitchen.

Our College has a great range of facilities, including seven fully functional science laboratories, three kitchens (including one hospitality centre), a three court gymnasium complex, a 200 seat performing arts theatre, woodwork and systems technology rooms and art studios. The College has a strong focus on developing numeracy and literacy skills for all students and has a range of programs to support student development. To support aspiring athletes, the College also runs an Athlete Development Program and has recently constructed a new fitness centre to support their program. For those with a passion for performing arts, the College offers a Musician Development Program (MDP) with a large number of bands/ensembles, specialist instrumental staff, a variety of instruments to learn and numerous opportunities to perform. The annual College Production brings together all aspects of visual and performing arts and remains one of the prized all-inclusive student events on the calendar each year. Our vocational training facilities for senior students include fully equipped centres for Building and Construction, Plumbing, Hairdressing, Beauty Services, Hospitality and Kitchen Operations, and Sport and Recreation Management. At the end of 2024 a stunning new two-story building will be opened, along with an extension to the science wing of two additional chemistry classrooms.

Kambrya builds and maintains strong international connections with sister schools in Japan and Germany. Furthermore, the College facilitates a range of Australian based camps and experiences for students.

We have a strong focus on student health, engagement and wellbeing, and we are use a School Wide Positive Behaviour System to recognise student behaviours and create a culture of mutual respect. We have a large Student Health, Wellbeing and Engagement Centre which hosts a range of clinicians and counsellors to support students. We have a range of tailored programs to support both the emotional and academic development of our students.

Our annual Student Attitudes to School survey results demonstrate that we are a school on a strong trajectory of improvement, and in the last five years we have increased all measures significantly. Many are now in the top 20% of the state, and some even in the top 10%. Overall, we increased from the bottom 49% in 2017 to the top 25% of all Victorian Government Secondary Schools in 2022.

Selection Criteria

SC1 Demonstrated experience and skills in numeracy and confidence in applying these skill to an education support role.

SC2 Demonstrated capacity to work collaboratively with a broad range of collegues.

SC3 Demonstrated high level oral and written communication skills.

SC4 Possess the technical knowledge and experstise relevant to the position.

SC5 Demonstrated commitment to learning and growth for both self and others.

Role

This position is for 5 days 8:30am - 3:05pm however, less days is negotiable for suitable applicant.

The Kambrya College numeracy team support students from Year 7 to 12 to develop their numeracy skills and achieve their best in their studies and beyond. The team supports the Mathematics domain and other subject areas across the college by providing in-class and withdrawal support, developing resources and probiding administrative support.

This role includes working 1:1 with students as well as in small groups and within classroom settings to develop their numeracy abilities and confidence. This is a supported role with a team and with clear and structured processes and leadership.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated 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.

Performs 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 laboratories would be typical examples.

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

• Supporting students' numeracy learning through the develpment and implementation of numeracy support programs.
• Working in classrooms and othe school settings to provide numeracy support to staff and students.
• Managing and maintaining resources.
• Maintaining accurate and reliable records and contributing to improved record-keeping systems.
• Working with a team to conduct routine presentations to students, parents and/or staff to assist teachers in communication objectives and outcomes relating to educational programs and/or students.
• Liaising with external providers of support services.

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