This position is for a person who is excited and open to learn lots about Big Picture Learning; working in a trauma-informed way; being open to new ways of ‘doing school’; and contributing to a positive staff team.

Note: We are looking for a person with character strengths in kindness, gratitude, fairness, curiosity, and bravery.

Please read the entire location and role description before considering applying.

Croydon Community School is a leader in the provision of education for students who are at significant risk of not completing secondary education. Factors which impact on students who enrol at Croydon CS include:

• Extended breaks in their previous education
• Mental health issues
• Traumatic experiences in their past and/or present
• Low learning confidence
• Deficit literacy and numeracy skills
• Deficit personal and social skills

key selection criteria

• SC1 Demonstrated capacity to perform duties consistent with established guidelines and frameworks, including coordinating and supporting others in respect to specific work functions relevant to the role.
• SC2 Demonstrated capacity to work and collaborate with others in a team environment.
• SC3 Demonstrated capacity to communicate effectively in a team environment, including high level oral and written communication skills.
• SC4 Possess the technical knowledge and expertise relevant to the position.
• SC5 Demonstrated capacity to provide advice and support to management and other school staff in respect to wellbeing.
• SC6 Demonstrated experience in delivering high quality wellbeing support to vulnerable young people.

To submit your application, click Apply Now.

• Diagnosed and undiagnosed disabilities
• Gender and sexual identity

These factors mean that the school’s design and preferred way of working with students and their families/carers does not align with mainstream education, nor with everyone’s personal philosophies. If you are not truly passionate about using a ‘whatever it takes’ approach and having students at the centre of every decision you make, our school and this job are not for you. It is not fair on the young people at our school who have suffered traumas and require a very special approach, and too tough a gig for you personally if you do not have the personal strengths to match this approach.

The school assesses where necessary against the Victorian Curriculum and Senior Certificate requirements of DE and VCAA, whilst under the Big Picture Learning design at all year levels. Previous experience in a Big Picture Learning is not required, but a strong belief in Big Picture’s 12 Distinguishers and philosophy, and an unwavering commitment to ‘One student at a time in a community of learners’ is essential.

For more information see bigpicture.org.au.

Belief in unlimited possibilities for student growth and success, regardless of starting point, and being totally committed to doing whatever is necessary to achieve student growth in academic, personal and social learning is essential.

The school focus is to build strong, appropriate relationships with students and to develop feelings of safety and confidence within each student so that their ability to learn new things is maximised. Deep understandings and a maturity to behave professionally and with appropriate boundaries when working with students and their families/carers is essential.

Every student has an individual education plan and an individual learning plan written by them with assistance from teachers and consultation with family/carers every term. Assessment of learning is conducted in Exhibitions which students present to teachers and families at the end of every term. Diagnostic assessments are also regularly completed, although our preferred focus in on formative assessment and the measurement of growth ahead of achievement levels. The school is also a member of the Maroondah Positive Education Network and explicitly teaches the program.

More information about the school can be found at our website croydoncs.vic.edu.au.

This position is for a person who is excited and open to learn lots about Big Picture Learning; working in a trauma-informed way; being open to new ways of ‘doing school’; and contributing to a positive staff team.

This position is for a person with a personal love of learning, who has hope for all young people, holds justice and fairness as essential moral beliefs, and approaches everything they do with excitement and energy. The goal is to improve every students’ learning growth, and to foster them to adopt new beliefs which assist them to increase student growth by a minimum of one year each school year, regardless of their starting point. The successful applicant MUST be able to demonstrate a high level of emotional self-regulation and personal management practices to work daily with our marginalised and vulnerable children and young people who may have experienced complex trauma.

Other relevant data to the school includes:

• Less than 5% of students live in the areas close to the school. Some travel for over an hour each way to attend.
• Currently 25% of the students are receiving additional funding under the Program for Students with Disabilities.
• Currently 20% of the students are living in Out of Home Care
• 100% of students have additional needs, including learning disabilities, serious mental health issues, severe behaviour disorders and severe language disorders.
• Approximately half the students have a diagnosis of, or display many of the characteristics of, autism spectrum disorders
• 75% of students commence significantly below expected levels in literacy and numeracy