SCHOOL PROFILE

Mansfield Secondary College is set amongst the dramatic landscapes of Victoria’s High Country. Rugged mountains, rolling snow plains, rushing rivers, gentle lakes and sweeping grasslands make for an ever changing, ever lovely backdrop. Inspiring views are just the start. Four distinct seasons and varied terrain means that life is lived to the fullest outdoors.

The district is renowned for its natural beauty and alpine mountains. Situated less than two hours, or 180kms, north east of Melbourne, our municipality covers 3,843 square kilometres. Our Shire is home to significant landscape features including Mt Buller, Mt Stirling and the Great Dividing Range. Natural environment features within are the Alpine National Park and Australia’s second largest in-land waterway – Lake Eildon, into which five major river systems (Delatite, Howqua, Jamieson, Big and Goulburn) flow. The valleys of the Howqua, Delatite and Goulburn Rivers are also significant landscape features in our Shire.

Tourism, agriculture and lifestyle living underpin the viability of this unique, picturesque and desirable location together with a diverse range of commercial and service sectors.

 College Vision

A dynamic learning environment where the whole community takes responsibility in preparing for the future.

College Values

The College is committed to a Positive Behaviours program, which aims to encourage student performance and lift engagement by explicitly teaching desired behaviours and using all opportunities to reward student efforts and performance. The program underpins an evolution of a school culture which is based on mutual respect.

Curriculum

Year 7 students study a common curriculum covering domains as outlined in the Victorian Curriculum. To aid transition, experienced staff work with students to develop student’s knowledge and skills and to help socialise them into a new environment.

Junior School students (Years 7-9) select individual electives, which enable them to develop their particular skills, talents and interests.

Senior students, (Years 10-12) can elect alternative pathways by selecting from a broad range of Victorian Certificate of Education (VCE) units or undertake the Victorian Certificate of Applied Learning (VCAL). The College is recognised for successfully linking these studies to Vocational Education and Training (VET) and Australian School Based Apprenticeship programs.

Career Action Plans provide all students with additional assistance and support. An extensive enrichment and support program is also offered. Programs include instrumental music (tuition and performance), house and interschool sport and vocational education.

Extension activities in each learning area include enrichment activities, accelerated learning, competitions, College musical and excursions (including overseas). Further support is provided in literacy and numeracy. Additional help is available to students who need to develop their organisation and work habits.

Close proximity to Mt Buller enables the College to provide a snow sports program which is conducted throughout third term. Mansfield Secondary College has consistently won or been placed high in Victorian and National Snow Sports School Championships.

The College has an annex at Mt Buller which allows students to study a unique curriculum program while also participating in concentrated snow sports training. The program is also open to students from other schools.

A system of personal learning groups or pursuit groups and houses provides students with a sense of belonging.

The Student Leadership program provides opportunities for students to share in the decision making of the College. Senior students are encouraged to undertake leadership roles in the, houses and sports teams. The school captains also represent the student body on the School Council along with 2 other elected student members.

Priority is given to recognise and celebrate student academic, sporting and cultural achievements. The Duke of Edinburgh Award program commenced in 2002 and is part of the Adventure Challenge unit in the junior school. The program includes CFA training.

The College is recognised for its unique and ground breaking Agribusiness Program which has been awarded the NAB – Schools First 2010 and the Victorian Education Excellence Award - 2011 Partnerships with Parents and Communities Award.

College teachers and staff

The relatively small size of the College enables staff to extend additional support to individual students and to create an enriched learning environment. Counselling and support is provided for students from a range of professionals including Year Level Co-ordinators, social workers, psychologists and a school nurse.

Strategic Plan

The College Strategic Plan aims to improve student learning and engagement, teacher education and facilities. The Strategic Plan is available at the College website.

Facilities

The College boasts a recently built language centre, music centre and hospitality centre, and in Term 1, 2019 we opened our new STEM Building, with the stage two extension to this facility in the planning phase. The College also enjoys a modern library and recently refurbished administration area. We have extensive information technology facilities, science laboratories and spacious and attractive grounds.

1. Demonstrated experience and skills in case management and counselling.
2. Demonstrated capacity to work as part of a collaborative multi-disciplinary professional team and contribute significantly to the achievement of the team.
3. Display a strong knowledge of external support agencies.
4. Demonstrated commitment to professional learning and growth for both self and others.
5. Demonstrated high level oral and written communication skills.
6. Possess the technical knowledge and expertise relevant to the position.

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 Student Wellbeing Coordinator will be required to undertake the following duties and responsibilities:

Wellbeing

• Work alongside the Wellbeing Team in an effective, professional manner
• Working with disengaged students
• Mediating between teaching staff and students
• Assisting teachers build relationships with students
• Planning, organising and running programs to assist students in building positive skills
• Provide parent support (including communication with parents/carers where relevant)
• Keep accurate thorough written records of activities and client contact while maintaining security and confidentiality
• Provide welfare and counselling to teenagers and adults across a wide range of issues
• Provide assistance to students and parents in encouraging positive relationships within the classroom, among their peers and at home
• Work as part of a multi-disciplinary team to provide the best outcomes for students and families
• Provide an understanding of the needs of teenagers and their families across a wide range of issues
• Provide an understanding of welfare agencies and support providers across a wide range of needs
• Ability to communicate with a wide range of people and agencies
• Determine work priorities, schedule and approach within the overall school and strategic planning
• Communication with relevant staff and senior management when needed
• Jointly develop well-being processes and policies to be consistently implemented by the Wellbeing Team

Administration

• Liaise with Wellbeing Assistant Principal to undertake relevant staff professional development and training
• Comply with the College’s policies and procedures
• Demonstrate the College’s organisational values on a daily basis
• Commit to access and equity principles in carrying out work functions
• Maintain a healthy and safe working environment.

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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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.
• 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

Oxley Primary School is a successful rural school with excellent teacher to student ratios located just 7 minutes from the township of Wangaratta. This year we have an enrolment of 99 students and 5 classes.

The school’s vision is to nurture confident, lifelong learners in a friendly rural community and we believe that for students to be successful learners it is critical that we develop and promote a supportive environment. Our teachers focus on knowing the students and their families as well as embedding our core school values of respect, care, responsibility, honesty and excellence across all areas of the curriculum.

We have an extremely strong staffing profile at Oxley Primary School with an excellent blend of experience, accomplished and graduate teachers. as well as Nadia Aumann outside the classroom in the role of a Learning Specialist and mentor. All our teachers aim to give the students at Oxley a fantastic start to their schooling as well as an exciting and focussed final two years, before transitioning to Secondary School.

This year we have continued with the following specialist classes, Health & Well-being, LOTE (Italian), BluEarth and Music. The MACC and MARC vans provide Art and Science travelling specialists, with the MARC Van being located at Oxley Primary School.

The school places great value and commitment on being a community school and parents are actively involved on many levels. We offer After School Hours Care/Vacation Care, School Council and Parents and Friends Group.

Oxley Primary School is a member of the Ovens Learning Community (OLC), which has enormous benefits for the children. Mixing with peers across cluster schools at arts performances, camps (such as Queenscliff, Ballarat, 15 Mile Creek and Canberra) and sports days allows the students to create new friendships as well as allowing them to encounter a very diverse range of experiences.

SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.


Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.


Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities.
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

The role of classroom teacher may include but is not limited to:

- Direct teaching of groups of students and individual students;

- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;

- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;

- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;

- Undertaking other non-teaching supervisory duties.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for 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

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.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.

- 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

• 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