Job ID: 1223239
Location: Fountain Gate Secondary College
Department: Fountain Gate Secondary College
Role Type: Teacher Aide
Full/Part Time: Part-Time
Ongoing/Fixed Term: Fixed Term
Classification: Ed Support Level 1-Range 2
Apply By: 04/22/2021
Contact Name: Mr Pete Hanratty
Phone: 8762 6839
School Website: www.fountaingatesc.vic.edu.au
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 has a total enrolment of approximately 1,300 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.
There is a strong, stable and effective leadership team currently consisting of three Principal Class members and eight Leading Teachers. The College’s four Learning Specialists drive a strong professional learning program, and join the Principal Class and Leading Teachers on the School Improvement Team. Our School Council are a cohesive group that are actively engaged with the College.
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 College has developed a sound Professional Learning Community framework that aims to build collective teacher efficacy, and a Teaching and Learning Framework and Instructional Model which are 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.
Our innovative literacy intervention program 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. The College also uses a GRIN intervention model to support students with numeracy.
All staff engage in professional learning in literacy and numeracy and our College philosophy is that all teachers are teachers of literacy and numeracy.
Our Year 7 and 8 English and Mathematics classes are part of Learning Centres, where they have access to an individualised curriculum and appropriate supports.
The College has adopted a ‘choice’ curriculum model, which encourages students to explore their interests and aspirations. Year 8 to 10 students can choose the majority of their subjects, but must complete some ‘core’ subjects. At Year 10, students can choose to undertake a VCE subject.
The College has set a clear vision to embed STEM education into the core Year 7 – 10 curriculum. A new STEM facility named the Endeavour Centre was opened in 2019 to allow students to develop skills in investigating, analysing and synthesising information, and creating and designing solutions to real world problems. In our ‘Endeavour’ subjects, students can develop the 21st Century skills of creativity, critical thinking, collaboration and communication.
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 and our Rugby Union Program at district, zone, state and national level.
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 Year 9 and 10 JumpStart and StartReady programs to support ‘at risk students’ to re-engage in their education. We also offer a VCE HeadStart program, which allows students to undertake vocational studies while also completing their VCE.
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, Counsellor, Speech Pathologist, Adolescent Health Nurse, Multicultural Aides, onsite psychologists and a School Nurse, and are involved in 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.
Fountain Gate Secondary College is and has always been committed to child safety. The College is committed in protecting our most vulnerable students and has developed, implemented, monitored and evaluated risk management strategies to ensure child safety within our College.
SC1 Demonstrated experience and skills in coordinating a specific education support function.
SC2 Demonstrated capacity to supervise the work of other support staff and to develop procedures and guidelines relating to the work area.
SC3 Demonstrated 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 in respect to the work area.
SC6 Demonstrated commitment to professional learning and growth for both self and others.
Attendance is required during school hours five days per week.
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.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
The Victoria State Government is the executive administrative authority of the Australian state of Victoria.
As a parliamentary constitutional monarchy, the State Government was first formed in 1851 when Victoria first gained the right to responsible government. Since the federation of Australia in 1901, Victoria has been a state, to which the Constitution of Australia regulates its relationship with the Australian Government. Under the Constitution, all states ceded legislative and judicial supremacy to the federal government but retain powers in matters not in conflict with federal law.