Careers/ Vocational Education / MIPs

Oberon High School is located in the Geelong suburb of Belmont.  The school has a student population of 575 and draws from the immediate area as well as from rural and coastal areas extending as wide as Ocean Grove to the east, Winchelsea to the west and students from northern suburbs of Geelong.  Approximately 70% of students who attend the school are from beyond the schools recognised catchment.  Oberon High SFO is 0.4513.  We have 24 PSD (program for students with a disability) funded students and only a few students who are EAL (English as Additional Language).

Oberon High School has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability.  This philosophy is reflected in the school mantra of ‘shape your future … go one better’.  To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework ‘The Oberon Good Lesson’.  This  framework is based on the Professor David Hopkins ‘Powerful Learning Framework’ and incorporates elements of John Hattie’s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.  Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews.  To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called ‘Target 3’.  This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.

This approach to learning has resulted in above average growth in NAPLAN from years 7-9 and very good results/outcomes in VCE (well above the state and regional results).  The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.  The school will continue to focus on ensuring that NAPLAN results show learning growth/improvement in all areas for all student ability levels, is at a faster rate than the state average. 

Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.  The school has a very positive culture which exists between staff, students and parents.  This is reflected in the student attitude to school results, parent opinion and the staff opinion survey.  All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.

Due to the declining enrolments and resulting pressures including rumours around uncertainty around the long term future and feasibility of the school in the community, the school has been proactive in working with DET and the State Government to investigate the future of Oberon High in its current location.  This was seen as a priority given the population growth at Armstrong Creek.  In October 2016, The Minister of Education announced that Oberon will be relocated to the Armstrong Creek Education Precinct between 2019-2021, this was after a provision review was conducted.

Knowledge of career development theory and practice and demonstrated ability to apply this to the development and delivery of course, careers and pathways counselling and programs within a secondary educational environment. Highly developed organisational, communication (verbal, written and ICT skills) and interpersonal skills, including the ability to work collaboratively in a team environment and demonstrated experience in working with young adults. Knowledge of student support strategies and experience in presenting to students and parents on relevant topics. Demonstrated experience in the use of career development software packages and the capacity to engage with the development of materials and resources for the online environment. Demonstrated capacity to develop procedures & guidelines relating to the position.

The successful applicant will be expected to:

• Possess extensive knowledge of Careers and Pathways/MIPs options available to students
• Maintain and further develop career resources for students
• Maintain the careers office and ensure that it is accessible to all students
• Assist students in the following:
  • Creating a smoother transition from compulsory schooling to tertiary education, other further education and training and employment;
  • Developing skills to manage their pathways throughout their working lives;
  • Developing their knowledge, understanding and experience of opportunities in education, training and employment

To fulfil these broad expectations, the successful applicant will:

• Be responsible for all aspects of the School's advisory role in relation to students' Pathways/MIPs development;
• Liaise with employers and organise the School's work experience program;
• Develop student knowledge and experience of opportunities in education, training and employment through the preparation of activities and events for students wihtin a variety of years (Years 9 - 12).  This will include liaison with extermal education and training providers and employers;
• Coordinate careers/tertiary experience sessions or similar programs for the School - a structured program that includes workshops and information relevant to each tertiary provider;
• In conjunction with the appropriate sub school leader, coordinate parent information nights/programs - engaging parents in careers conversations;
• Manage the post-secondary pathways information provision and the preparation of other MIPs information/promotional material required and assist with tertiary and employment application advice;
• Raise student and parent awareness of post-secondary pathways and to support the appropriate sub school leaders in the course selection process;
• Be a key member of the course selection team;
• Assist with student documentation connected with VTAC, SBAT, SEAS, Work Experience and Structured Workplace Learning;
• Maintain detailed electronic records of all student interviews and case notes;
• In conjunction with the relevant Sub School Leader and the Student Wellbeing Leader, provide case management to identified students at risk in Years 9 - 12 and provide program support within the School;
• Assist with the development of school exit and exemption procedures in line with policy, in particular the transition process for students under 17;
• Case manage exited students, including the tracking of 0 and 6 month follow ups of exited students and provide data/support to relevant sub schools re students that are not participating in education, training or employment;
• Support VCAL students in relation to structured workplace learning;
• Attend relevant professional development as required and to keep abreast of all VCAA / VTAC information, teriary information and careers information.

Applicants must have the ability, experience and qualifications to fulfil the specific requirements of the position and have current CEAV registration.

The successful applicant would need to obtain a Working With Children Check.

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 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.