Cross College MIPS

Lakeview Senior College
Lakeview Senior College is located in the rapidly developing suburb of Caroline Springs, approximately 20 kilometres west of Melbourne. It is a government secondary school educating students from Years 10 to 12. Most Lakeview Senior College graduates pursue further education in a range of tertiary settings while others undertake professional, business or trade related training and employment. The College has a student population of around 955 in 2023 which means an extensive selection of subjects at each year level is available to students. Hence, every student at Lakeview Senior College is able to undertake a learning pathway tailored to their individual needs. The College maintains a learning focussed environment based on high expectations of students in which academic excellence is promoted and celebrated.

Courses for Young Adults

Year 10 students at Lakeview study a broad range of subjects which best prepare them for the choices they face in their final 2 years of schooling. Year 11&12 students at Lakeview Senior College select either a VCE (Victorian Certificate of Education) or VCE-VM course (Vocational Major). The choice between VCE and VCE-VM enables students to undertake a breadth of both academic and vocational training courses. Lakeview Senior College has formed successful partnerships with both the Melton and Brimbank Clusters of Schools which enables students to undertake a wider variety of VET (Vocational Education & Training) courses.

The courses offered at Lakeview Senior College facilitate the lifelong development and growth of students in an environment in which young adults can achieve and experience success and be equipped with the skills, knowledge, and desire to make worthwhile contributions to society.
In a rich setting, Lakeview Senior College was designed as a state of the art learning institution.  All classrooms at Lakeview Senior College are equipped with modern Interactive Whiteboards to enable teachers to deliver engaging lessons to students and to promote more effective interactions amongst students. Our Sports centre contains a fully equipped gymnasium and students at Lakeview Senior College also benefit from access to shared community facilities such as a well-resourced Community Library and playing fields. These facilities are within walking distance of the College.

• The following pedagogical understandings underpin the academic programs delivered at Lakeview Senior College and drive the development and delivery of the curriculum:

Learner-centred classrooms focussed on meeting individual learning needs through:

 Flexible multi-use learning spaces with access to ICT facilities, to allow for cooperative and collaborative learning

• A strong emphasis on self-assessment, goal setting and focussed teaching
• A strong belief in PLTs which facilitate professional collaboration between teachers and with external professional learning providers when required

The College has a strong focus on developing students to:

• be committed to achieving high academic standards and working to achieve their full potential
• display a consistent commitment to improving skills, knowledge and higher order thinking
• develop self-discipline by completing class work and homework tasks
• value quality performance by taking pride in work completed
• respect the workplace and College environment
• participate in, and contribute to, a range of student activities available within the College to develop leadership skills and the capacity to work as a valued member of a team

These practices are achieved through the strong relationships all staff built with students, teachers, and the local community. The College has strong links with the Shire of Melton and alliances with other schools in the locality, including sharing facilities such as the Community Civic Centre and Shire sports grounds. The College engages students and staff in environmentally sustainable practices such as the use of electronic communication systems. It also actively supports the wellbeing of students through preventative, proactive and genuinely individual programs and follow up meetings with families.

SC1. Demonstrated capacity to communicate effectively with all members of the school community including students, parents, staff and other key stakeholders.

SC2. Demonstrated ability to create and maintain links with a range of external providers.

SC3. Demonstrated capacity to support and plan genuine future pathways for individual students.

SC4. Demonstrated proficiency in working within school policies and procedures and using software and documentation processes relevant to the position.

The MIPs staff member is responsible for working with students to assist them in shaping an individual pathway into continued education, training, and/or employment that aligns with their interests and skills. The MIPs staff member is a key part of the Pathways and Transition team. They work collaboratively within this team to maintain high student retention levels, whilst also providing students with advice and resources about a range of future pathways in a consistent and well documented manner. They are instrumental in promoting a consistent cross College approach to careers as they actively contribute to and play a key role in supporting our key feeder schools in providing their year 9 students with the advice, knowledge and information necessary to make wise choices regarding their pathways when they arrive at Lakeview Senior College. They will work with students across year 9 to build a consistent culture of careers education across the three schools. They will be an integral element of the year 9 into 10 course counselling program and procedures, working closely alongside the year 10 Assistant Principal. The MIPs staff member must be an exemplary communicator and mediator. They are required to work alongside Year Level Co-ordinators, families and students at all three schools in order to advocate for the needs of both the student and the school in a range of formal and informal contexts.

·         Work closely with the Assistant Principal at Lakeview to create the processes and policies necessary to create consistent careers links and approaches with both key feeder schools

·         Design a timeline and actively meet with each year 9 student to develop a MIPs plan or review and update their existing one.

·         Provide individual and small group assistance to students to develop their knowledge and understanding of opportunities in educational training, and/or employment which align with their interests and skills

·         Monitoring, follow up and review of each Managed Individual Pathway Plan on a regular basis

·         Supporting the MIPs team to ensure that student destinations are tracked both 6 months and 12 months after leaving school

·         Actively liaising with Year Level Co-ordinators, the Pathways and Transition team, the wellbeing team and broader school leadership to work in a targeted way to support students at risk at all three Colleges

·         Compliment and play an active part in existing school approaches to subject selection career guidance, work placement and VET

·         Develop and maintain links with external organisations that promote and facilitate a young persons connectedness to the broader community, education or work

·         Play an active role in developing Careers Curriculum

·         File notes, Compass records and diary entries are up to date and detailed as directed by the secondary school/college

·         Provide regular updates about individual students to the relevant year level Co-ordinators and Assistant Principals

·         As required, provide relevant statistics and reports to the schools and department

·         Collectively reflect upon all data relevant to the Pathways and Transition team and use this analysis to inform the refinement of MIPS processes and procedures

·         Contribute to all documentation integral to the effective implementation of course counselling processes

·         Provide support and present at information evenings for both parents and staff

·         Develop co-operative relationships with staff, students, families, the wider community and other educational providers

·         Other duties as required and are consistent with this award classification

Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• 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