At Thornbury High School we believe that a safe and secure learning environment, high academic standards and opportunities for students to pursue individual interests are the essential elements of an outstanding education. Our purpose is to prepare students for a changing, diverse and sustainable world by building knowledge and skills, encouraging effort and excellence, fostering resilience and integrity and developing a caring and cooperative learning community.
The school's enrolment in 2017 will be over 1100 students. Trends in the student and parent opinion surveys are very positive, with outstanding results recorded across the 2016 surveys. The school has 3 Principal class, 31 Educational Support Staff and 83.6 full time teachers.
In 2016 a new strategic plan was developed with a focus on Teaching and Learning. 2014 saw the implementation of new leadership positions with the adoption of a structure which meets the needs of increased staff and student numbers. Thornbury has a strong tradition of academic excellence with our students gaining entry into highly sought after university programs. Students are challenged through a rigorous academic program across the school and a range of extension activities including early start VCE and university courses. Programs are available in music, media, performance and sport as well as the range of pathways including VCE, VET, VCAL and MVP (My VCE Pathway).
Overall student learning results (NAPLAN and VCE) show we are performing at a similar level to other schools on adjusted school comparison performance measures. The year 7 -9 matched cohort data shows most students moving from below similar schools in year 7 to below or close to similar schools in year 9. Numeracy is below similar schools and at year 9 we are trialling a homework program with mixed topics.
VCE median study score ranges between 28 & 29 over the last 5 years. The school will continue to implement key teaching and learning strategies such as the Thornbury Lesson Model through our revised Performance and Development Program. Teacher effectiveness will be enhanced through the examination and use of student data, developing a peer observation protocol, the use of instructional coaching and the sharing of expertise across the school.
The school has invested considerable resources into teaching and learning with new leading teacher positions in English, Mathematics, Science, Humanities and Performing Arts.
The following programs are in place to support our students remaining at school:
Literacy intervention program at year 7, 8 & 9;
Numeracy withdrawal program at year 7
Extend class in year 7 for students working 2 year below benchmark
Program for students with disabilities;
Koori programs including individual learning plans;
English as a Second Language classes.
High Achievers program (concept, based on MYP International Baccalaureate – Middle Years Program) in year 7, 8 and 9
Student attendance rates are well above the state median. We believe that a mixture of engaging curriculum, student voice and strong accountability are the keys to the further improvement in attendance.
2016 saw the student wellbeing team continue to provide significant support to a range of students. The team consists of a social worker, youth worker, nurse, career worker, Koori support and MIPS coordinator. The school community is very aware of the need to maintain these programs in light of the significant increase in enrolments.
Thornbury High student attitude to school survey results have been well within the top 20% band of Victorian government schools for the past 5 years. The school also conducts an annual bullying survey which has contributed to the development of a very safe and secure learning environment at the school. The practice of providing feedback to students on this data has proved invaluable as a way for students to have an input into improvements in the school.
Our results in finding post school pathways for senior students were above the state median. The 2011-15 average exit (to further studies and employment) results are higher than other schools on adjusted school performance measures. All students in year 10-12 (and at risk year 9) have pathway plans that are updated every six months.
SC1 Capacity to undertake routine support tasks across a range of functions in one or more work areas within a school environment.
SC2 Demonstrated capacity to communicate effectively with members of the school community including students and the capacity to provide support and/or attendant care to students where necessary.
SC3 Demonstrated proficiency in the use of office systems, software or technical equipment as relevant to the position.
SC4 Capacity to work cooperatively with a range of people including teachers, education support, students and parents.
SC5 A commitment to professional learning and growth.
[Attendance requirement for this position]
Undertakes routine tasks that are usually carried out under close supervision and direction. Work that carries some degree of independence will generally involve a limited number of tasks performed on a regular basis where priorities are clear, procedures are well established and direction is readily available.
Work has little scope for deviation. Problems can usually be solved by reference to well documented procedures and instructions and clearly established practices. Deviation from established procedures will require reference to others for guidance and direction. Assistance is readily available when problems arise. An experienced employee at range 1 will exercise limited judgement within clearly defined guidelines and well established practices that relate specifically to the tasks performed.
Does not carry responsibility for the work of others. More experienced employees will provide basic guidance and advice to others relating to tasks within the work area.
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.
Qualification requirements do not operate at range 1. Certification requirements may be required to legally perform specific tasks - e.g. driver's licence, first aid, safe food handling.
- Assist students on an individual or group basis in specific learning areas.
- Assist with the communication between students and teachers, particularly the interpretation of instructions.
- Provide basic physical and emotional care for students.
- Participate in team meetings.
- Assist with toileting, meals, lifting, and administration of medication to students requiring special care.
- Assist with the supervision of pupils in playgrounds, at camps, on excursions, in sporting activities, therapy activities and life skills.
- Assist in the preparation of student resources and equipment.
- Prepare basic curriculum support resources.
- Set up and put away equipment and materials in support of teaching programs.
- Observe students and draw the attention of the teacher to them where necessary.
- Participate in the monitoring and evaluation of programs and evaluation of individual student involvement and achievement.
- Assist with communication between teachers and non-English speaking parents/students.
- Assist in the translation of documents.
- Assist students with the preparation and service of meals.
- Ensure work areas and materials, equipment and appliances are maintained in a clean and ready to use condition.
- Assist in the preparation of equipment and purchasing of materials and supplies as required.
Who May Apply
Individuals with the aptitude, experience and/or qualifications to fulfill the specific requirements of the position.
EEO AND OHS Commitment
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.
Child Safe Standards
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 -