Newcomb Secondary College was established in 1969 and takes its name from the suburb named after Caroline Newcomb, one of the earliest settlers in the area. The four houses are also named after prominent citizens - Harrison, Drysdale, Curlewis and Wills. The College caters for about 460 students in Years 7 to 12 who come largely from Newcomb, Whittington, St Albans Park, East Geelong, South Geelong, Moolap, Leopold and the rural areas of the Bellarine Peninsula.

The College community believes that:

- a safe, secure, cooperative learning environment and good communication encourages students, staff and parents to feel valued in the College community.
- upholding the right of every student to learn underpins effective teaching and a high quality education.
- a stimulating and flexible curriculum challenges students to strive for success.
- rewarding effort and success and encouraging leadership in students foster self esteem and pride in achievement.
- supporting students, teachers and parents through an effective welfare/discipline and administrative structure will enhance College operations and encourage high expectations.

The Middle Years Program (Years 7 & 8) at Newcomb Secondary College provides a challenging and varied school experience based on key learning areas.

At Years 9 & 10, students must select a mix of compulsory and elective units from the areas of English, Mathematics, Science, Technology, Studies of Society and the Environment, Indonesian, Arts, Health and Physical Education and Information Technology. P-TECH commenced last year offering a technology pathway for year 10 students. This is a collaborative partnership between education and industry. It provides a pathway for students to gain a nationally accredited qualification alongside their regular in school education and workplace experience guided by a mentor from one of our industry partners. The opportunity to accelerate into VCE studies is facilitated through a careful process of informed decision making. At these year levels there are also strong relationships with the Gordon TAFE and Deakin University. The College runs an integrated activities program week providing opportunities to be involved in camps, cycling, surfing, and numerous school based activities.
 

The College offers several innovative programs. GROW (Getting Ready for the Outside World) to all Year 7 to 10’s, which includes teaching them “soft skills” to aid student employability. GROW also incorporates Skills Builder, a collaboration between Newcomb Secondary College and the Gordon TAFE to support the digital technology competencies of students in the 21st century. Aspire offers selected year 7 and 8 students to have their science curriculum delivered onsite at Deakin University.

Through a broad VCE program students are resourced to extend their academic success through VCE, VET in the VCE, VCAL and School Based Apprenticeships. A flexible Senior Years (10-12) timetable caters for students who wish to study subjects not in their designated Year level.

The Victorian Sailing School on the Geelong waterfront is our second campus which enhances the College’s programs and provides opportunities for schools across the state to acquire water safety and sailing skills.

Student participation in leadership, policy development and decision-making is encouraged through the Student Council, School Leaders, House Leaders and student representation on a wide variety of committees. The College has a strong international exchange program which further enriches College life.

Camps, tours and excursions are well established and include integrated Outdoor Education activities, along with sister school relationships with schools in Japan and Indonesia. The performing and visual arts programs and traffic safety education courses are highly regarded by the community. Careers counselling, integration support and welfare support are all vital and valuable aspects of the College’s curriculum.

The Instrumental Music program of the College proudly supports four College bands and ensembles including two jazz ensembles, all who proudly represent their College in the broader community. Sport is encouraged and enjoyed at various levels including PHASE at Year 7 and 8, intergroup, interhouse and interschool sport. Students are encouraged to participate in the wide range of sports offered.

A strong supportive relationship between the College and its community is evidenced by an active College Council and sub committees, Student Council, Support Groups (Music, learning assistance and canteen) and a number of volunteer helpers. The College has a strong relationship with youth and welfare agencies, tertiary education and community service groups. We are also a lead school for Respectful Relationships, and have Doctors in Schools and Lawyers in Schools programs.

The staff is committed to a whole College approach to welfare and student management and is friendly, cooperative and willing to work in a variety of ways to provide high quality teaching and learning. Staff encourages student achievement and take pride in their students, the College’s learning environment and facilities. Staff welcomes communication with parents via newsletters, student diaries, parent-teacher-student interviews and small group or individual meetings as excellent ways to support students and their needs.

The Council is extremely proud of the breadth and depth of programs, new curriculum innovation, student wellbeing support and the achievements demonstrated by the students and staff.

SC1 Demonstrated experience in school administration and/or the ability to perform daily organisation in a secondary school setting.

SC2 Demonstrated capacity to work independently and to develop procedures and guidelines relating to the work area.

SC3 Demonstrated 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 principals in respect to the work area.

SC6 Demonstrated commitment to professional learning and growth for both self and others.

Performs and/or supervises tasks that are carried out in accordance with guidelines, accepted practice and school policy. This may include the supervision and coordination of other education support class staff within the work area or educational program. Supervision and coordination would be limited to ensuring routine tasks are performed to required standards. Input into identifying training needs and development of education support class staff within the work area or educational program becomes an important feature at range 2.

Specialised support to achieve specific outcomes is a feature of range 2. Typically this will involve accountability for a single function, (e.g. ensuring data is properly maintained) or the operation of a work area (e.g. managing the day to day operation of a school office) under the direction of the principal or another senior manager.

Provides support to teachers and students that is beyond the routine support provided at education support class Level 1, range 1. Within an educational program assists teachers with the coordination of the support function, such as directing/organising the work of other support staff or providing a specialist support role.

Undertakes medical intervention support tasks or other specialised student/teacher support roles that require specific training that must be updated from time to time. The role is for a specific purpose for which there will be direct accountability as opposed to support roles that are carried out by a range of staff performing routine tasks under direction.

Performs technical tasks that require a sound knowledge of basic technical and/or scientific principles that are used to develop and adapt work methods and make judgements where there are clear guidelines and limited options. Routine technical support in libraries, science and information technology laboratories would be typical examples.

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 Daily Organiser is responsible for the organisation of staff absence relief, organisation of extras and yard duty to ensure the smooth operation of the College. This position also includes administration support to our Timetabler.

Duties will include, but are not limited to:

• Arrange casual relief replacement staff on a daily basis
• Liaise with the Principal staff regarding planned future short term replacement staff
• Prepare the yard duty/bin duty roster and make daily changes to replace absent staff
• Liaise with senior staff to support changed event timetables e.g. Naplan/Exams etc.
• Make room changes when required
• Determine the VCE replacement classes at the end of the year
• Monitoring and reporting of the CRT budget
• Administration support to the Timetabler and the HR administrator
• Publish daily replacement classes bulletin

The Daily Organiser hours are Monday to Friday from 7.15am to 11am.

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