Es1.2 Sub School Admin Assistant
1 week ago
Location: Melbourne | Western Metropolitan
Job type: Part time / From 28/01/2025 - 19/12/2025
Organisation: Schools (Government)
**Salary**: Salary not specified
Occupation: Administration/Secretarial
Reference: 1454938
**Location Profile**:
**College Profile**
St Albans Secondary College’s vision, values and guiding principles combine to create a safe, supportive and structured environment where every student is guided and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.
We are proud of our school community's achievements: our results in almost all areas are significantly higher than the average for the State, and for similar schools. St Albans Secondary College has regularly been recognised as a high performing school. In studies undertaken by the Department of Education and the University of Melbourne we were well above state benchmarks in all measures. These outcomes, together with excellent attendance rates, continued growth in students' literacy and numeracy skills, and significant improvement in students' sense of connectedness and safety, are a testament to the combined efforts of staff, families and students.
Our commitment to foster the academic and personal development of each student, to provide a high-quality education, and to guarantee a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture.
A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment is an essential aspect of the College's culture, as is our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular program. Activities include a comprehensive instrumental music program, drama and music production, public speaking and debating, writers' workshops, a camps program, sports teams and carnivals, a House system, and a range of student clubs.
Our vision for wellbeing is to support all members of our school community to develop a resilient mindset by striving to ensure that everyone feels Connected, Protected and Respected. The development of a comprehensive allied health team approach to student wellbeing, recent work on resilient mindsets, and further strengthening student wellbeing programs have been important in fostering engagement, positive behaviour, and respectful relationships.
Creating a strong community is an important part of the College's strength. We actively seek the contributions and participation of families, as well as business and university partners, and our vibrant and growing Alumni program to create the best possible surroundings for our students to learn and grow. Our students benefit from a range of high-quality opportunities to engage with business and community partners through mentoring and leadership programs, and the Alumni program. Our staff are deeply committed to fostering the learning and wellbeing of each student. Parent satisfaction with the school is well above the state average, and reflects the confidence parents and families have in the work we do together.
Throughout 2021, we maintained a sustained focus on guaranteeing precise, highly effective teaching practice in every classroom, including in the online context. Online learning in 2020 provided a springboard for rethinking how we design and deliver curriculum and assessment. As a result, in 2021, we refocused curriculum planners around KUDs (Know, Understand, Do) linked to the standards, and worked with staff to create a clearer narrative and awareness of through lines from standards to assessment. This, in turn, led to a change in how we document curriculum and make it available to students and parents. In Term 4, staff were introduced to the further concept of differentiating their KUDs as part of curriculum and assessment planning, and this will be ongoing throughout 2022.
Differentiation, using the Carol Tomlinson model, continued as a major strategic focus for us. The development of a model, based on Tomlinson's work, to illustrate the 'what' and 'how' of differentiation has promoted greater clarity for staff, and a framework for guiding the direction of future work. Whilst COVID disrupted the planned direction and mode of professional learning, a great deal was still achieved, and this has provided an excellent basis for the work on differentiation in 2022. In particular, the use of 'master data sheets' to centralise and visualise the learning data for each student in Years 7 to 10, and to support staff in the use of this data to differentiate their curriculum, teaching and assessment gained traction. Professional learning on the whole school Literacy str
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