Resource Centre Manager/ Year 7 Enrolment & Transition Officer

OUR SCHOOL VISION

Mount Alexander College provides an inclusive comprehensive and quality curriculum for Years 7 to 12 where students are placed at the centre of the learning and programs. The school authentically empowers and engages students in their learning. Mount Alexander College delivers quality programs through vertical curriculum delivery with students having the opportunity to explore subjects according to their interest, needs and skills. Teachers use quality teaching approaches and develop strong positive relationships with students while facilitating learning. Each student has an individual learning plan customised for their own needs and abilities. MAC strives to meet the challenges of the twenty-first century.  

Enrolments at the school have increased considerably over the past two years since the introduction of our new curriculum model. Strong growth is expected to continue into the future.

Our performance and development culture is based around the collaborative work of staff in professional learning teams. We believe that our teaching staff are by far the most valuable resource of the school.  We know that it is our teachers who ultimately make the difference for students, and we support them accordingly.

Are you passionate about teaching and learning and bringing out the best in young people?

Do you believe that schools often ‘kill creativity’? (Sir Ken Robinson)

Are seeking a model of learning that better prepares young people for the future?

If you have answered YES to the above questions then I would encourage you to apply for the position.

Mount Alexander College is a school where teachers:

• stimulate and support ongoing teacher learning and collaborative teacher research within the school;
• develop and improve the quality of teaching practices of pre-service teachers;
• develop innovative curriculum and teaching resources and practices that are shared across Victorian secondary schools; 
• promote and provide credentialed professional learning for teachers in Victoria and elsewhere; 
• actively participate within local school networks and partnership arrangements with local tertiary providers;
• take an active role within the local community.

The Mount Alexander College learning environment and curriculum:

• supports a teaching and learning culture that is exciting, reflective, engaging and student centred;
• supports independent thinking and a respect for student work and the work of others;
• fosters a strong sense of identity and belonging;
• caters for an innovative and broad scaffolded curriculum;
• facilitates innovative, evidence based pedagogies;
• incorporates flexible internal and external learning spaces supported with the most current technologies to support learning; and
• enables students to link with and work collaboratively with other schools, tertiary institutions and state, national and international organisations.

The College has undergone significant change in the last five years as a new culture was established and programs and pedagogy changed to match our new teaching spaces. At Mount Alexander College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. We refer to our pedagogical practice is based on Dr Jane Pollock’s GANAG lesson planning schema and we are also using Marzano’s High Yield Strategies. We have a strong emphasis on providing highly stimulating learning that is tailor made to meet the passion and needs of our students. Teachers have using Triads as means of learning from observing classes of colleagues and then reflecting on their own classroom practise.

Our school’s vision is to provide a safe and supportive community of lifelong learners where respect, success and diversity are valued and where students and staff are supported to realise their potential both within the school community and beyond.

At Mount Alexander College, we strongly promote our values of Community, Engagement, Excellence and Respect.

SC1     Demonstrated experience within a Resource Centre, Library or similar environment and high level competency in information and communication technologies.

SC2     Demonstrated ability to plan and organise self and others and to work independently and as part of a team.

SC3     Demonstrated high level communication and interpersonal skills with the ability to communicate effectively with students of diverse social, cultural and developmental backgrounds.

SC4     Demonstrated committment to professional learning and growth for self and others.

SC5    Commitment to the 'Take Control' philosophy program and priorities of Mount Alexander College.

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.

The role of the Resource Centre Manager is to ensure that learning outcomes for students and staff are maximised through engagement with the Resource Centre facilities and resources in line with the policies and procedures of the College.  Responsibilities of the role include:

• Supervise and support an environment that enables and facilitates independent learning
• Manage and maintain a well presented Resource Centre space
• Create displays to reflect themes and commemorations e.g. ANZAC Day, Book Week, Science Week, Authors in Residence, Olympics etc.
• Assist students and staff with educational resources and research
• Order books and resources as required
• Other duties to support ES staff as specified by the Principal/Business Manager

As Year 7 Transition Officer your role will involve:

• regular liaison with the Principal
• responding to DET regarding enrolment requests
• Referring direct applications to the Principal
• Responding to parent enquiries in a timely manner
• Adhering to DET timelines
• Maintaining an accurate and up to date database of prospective students
• Co-ordinate the creation & distribution of Year 7 Transition Packs
• Assist the Assistant Principal (Junior School) with the Orientation Day Program
• Liaise with the Principal and Business Manager regarding the Entry Level Course Confirmation Day

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

All applicants are required to submit a copy of:

• Full Academic transcript displaying results and qualifications (if applicable)
• Current VIT registration / WWC registration (whichever is appropriate)
• Please restrict the written application to seven (7) pages.  Further to this, include a cover letter, current CV and the names and contact details of three (3) referees, including work, mobile and email details. (All as one attachment)
• THE SELECTION PANEL RESERVES THE RIGHT TO CONTACT PERSONS OTHER THAN THE APPLICANT LISTED REFEREES

• 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.