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Vhap Online Support - Virtual School Victoria

Victoria State Government Education and Training - Thornbury, VIC

Education, Childcare & Training
Source: uWorkin


Job Description

Job ID: 1223262
Location: Virtual School Victoria
Department: Virtual School Victoria
Role Type: General Admin
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Fixed Term
Classification: Ed Support Level 1-Range 2
Apply By: 04/22/2021
Contact Name: Vani Manokaran
Phone: 03 8480 0000
School Website: www.vsv.vic.edu.au

Location Profile
Virtual School Victoria (VSV) is the state’s leading virtual school, offering 280 semester based courses online, including VCE subjects. With an annual enrolment in excess of 4000 students from Prep to Year 12, Virtual School Victoria is the largest state government school in Victoria. Around 1500 students are enrolled full time, while around 2500 students, most in years 11 and 12, complete subjects with us while based in other schools.

The Virtual School Victoria student cohort is both diverse and unique. We provide education to:

  • school-based students who do not have access to the courses they need in their own school
  • children and young people with chronic physical and mental health circumstances that make it difficult for them to attend mainstream schooling
  • children and young people involved elite level sports and performing arts
  • children and young people who are travelling within Victoria, around Australia or overseas
  • young adults wishing to complete their education in a way that they find engaging
  • rural and regional children and young people who, due to distance, cannot attend a local school.

In addition to offering a host of teaching and learning courses approved by the VCAA, our specialist teachers provide students with individualised learning and support. Virtual School Victoria teachers are dedicated to building the confidence and resilience of each and every student. Like any school, our teachers regularly support and interact with students, but they do so in a different way to most schools: they do so virtually.

A Learning Advisor role is undertaken by all teachers as a core element of their teaching position at the Virtual School Victoria. Building positive relationships with students and their support network in overall aim of the role is to connect with and encourage students to belong to the school community in order to optimise their student engagement, learning and wellbeing outcomes.

Learning and Teaching at Virtual School Victoria is informed by our Pedagogical Model for Online Learning and Quality Assurance Frameworks for Course Development and Teaching Online. The recent School Review confirmed our pedagogical model and quality assurance frameworks strengthened the school’s role as a system leader and built on our goal of consistently providing high-quality and targeted teacher practice. Authentic, real-time, interactive learning is a key to teaching at Virtual School Victoria. Teachers develop engaging learning materials and utilise VSV Online, our Moodle based Learning Management System, to create synchronous and asynchronous collaborative teaching and learning opportunities for students.

Virtual School Victoria students learn by taking part in online collaborative and interactive activities, communicating and interacting with other students and by receiving personalised support and feedback from their teachers. Students participate in active learning targeted to their needs. Teachers use purposeful ongoing assessment strategies to ensure continuous student progress. Data forms an important component in this process and guides personalisation and changes to student learning programs.

Virtual School Victoria’s expertise in virtual learning has made us a school of choice for many students and the Victorian families who enrol their children with us annually.

Our vision is to see Virtual School Victoria as a system leader in online, virtual and blended learning: sharing our knowledge and expertise, and leading system conversations around digital learning. Virtual School Victoria aims to lead a community of practice that will evolve and strengthen digital learning in Victoria, and positively influence and support other schools to develop in this space.

Currently Virtual School Victoria is entering the second implementation year of the Government’s Expanding the VCE into Rural and Regional Victoria Initiative. The initiative will see VSV deliver all the VCAA VCE Studies Units 1 – 4 by 2023. From 2020 Virtual School Victoria will develop and deliver intensive 10-week online courses to high performing students, years 5 – 8 in the DET’s Student Excellence Program.

The Virtual School Victoria teachers work mostly in teams. As such it is important that all staff demonstrate effective teamwork. In particular, staff must be collaborative, cooperative and recognise the value of others’ contributions with a view to negotiating the best outcomes for teams, students and Virtual School Victoria as a whole.

Victorian High-Ability Program

Virtual School Victoria is delivering the Victorian High-Ability Program (VHAP), which will provide up to 48,000 high-ability students in Years 5 to 8 at government schools the opportunity to participate in 10-week online extension and enrichment programs, in English and Mathematics.

The program consists of two English programs and two Mathematics programs at Years 5/6 and 7/8 respectively. Students engage in a blend of synchronous (via WebEx) and asynchronous (via Moodle) learning activities. Student selection is undertaken centrally by the Department, with the new VSV Unit responsible for scheduling students into their virtual classes.

The Virtual School Victoria High-Ability Program Unit is led by the Assistant Principal Victorian High-Ability Program Unit and comprises of a team of classroom teachers and leading Teachers (LTs).

Selection Criteria
SC1 Demonstrated experience and skills in coordinating a specific IT function in an education setting or similar.

SC2 Demonstrated high level oral and written communication skills.

SC3 Possess the technical knowledge and expertise relevant to the position.

SC4 Demonstrated capacity to work cooperatively with a range of people including teachers, education support, students and parents

SC5 Demonstrated commitment to professional learning and growth for both self and others.

This is a 48/52 position with up to 30 recall days per year.

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.

  • Support the appraisal and improvement of the User Experience Design (UxD) of VHAP Learning Programs
  • Maintaining educational courses in the Moodle Learning Management System (LMS)
  • Strong knowledge of the Moodle Platform
  • Learning Programs development support- working with teaching staff to facilitate the building of new learning programs inside the LMS.
  • Test new functions/tools inside the LMS before introducing to teachers and students.
  • Use high level skills in the ADOBE Creative Suite and Microsoft Office suite.
  • Work with key staff to develop HTML and CSS based templates for teaching staff to use within online learning programs
  • Maintain courses using the appropriate web 2.0 technologies staying within DET and VSV guidelines
  • Work with the closely with the Technical and Digital Learning team
  • Other duties as directed

Who May Apply

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

Thornbury, VIC

Education, Childcare & Training


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