Applicants are invited for the position of Catering Assistant at the Alpine School for term 3 , 2019. The Catering Assistant will be a person who has a love of food and the ability to share that passion with adolescents. They will have shared responsibility for the safe and appropriate day to day running of the kitchen and dining facilities at the Alpine School. They will work in a close team relationship with in particular the Catering Manager and all staff at the Alpine School and with their colleagues at the other campuses. This will entail provision of meals seven days a week for the duration of the nine week term that students are in residence. The hours of duty will be timetabled by the Daily Organiser with consideration to the residential nature of The Alpine School program. The position will entail facilitating students in the preparation and clean-up duties for meal and encouraging students to participate in the kitchen.

The food provision at the School for Student Leadership, of which the Alpine School is one of three (and soon four) campuses is guided by our Common Kitchen approach. The catering teams at all campuses work collaboratively to ensure that food is delicious, made with care, love imagination and passion, is consistently delivered and planned within a rotating menu. The food provision will be able to happily and excitedly accommodate the variety of food requirements of students: vegan, vegetarian, allergy responsive, respectful and embracing of religious beliefs for example.

The kitchen is the heart of the school. It is open and transparent, welcoming and a fun place to learn. We believe that the work and action in the kitchen will contribute to the learning and growth of the students in residence. Students will be welcome to assist and, after completing their basic food handling course, will be cognisant of work requirements in a commercial kitchen. The kitchen is therefore an extension of the learning environment and hence the catering team will contribute to the learning program of the students through their modelling and behaviour, passion for food and clear enjoyment they will display in the kitchen.

The school subscribes to the Maslow Hierarchy of needs model and it is clear that biological functioning-eating for one-are absolutely essential to the successful learning in our school. The catering team are therefore fundamental to the learning program as the kitchen and food are foundations for progression to maximising students learning outcomes.

The School for Student Leadership was established as the Alpine School in 2000 at Dinner Plain. It has since expanded to include the Snowy River Campus, Marlo, in 2007, and the Gnurad-Gundidj Campus, Noorat, in 2009. Each term forty-five students live, learn, work, play, recreate and undertake adventures at the schools in a unique leadership education program. The School originally modelled the leadership program on an Enterprise Education model, and at its core has an Enquiry-Learning focus. The Victorian F-10 Curriculum Capabilities and their Strands and Sub-Strands currently informs the curriculum content, assessment and reporting.

The school aims to create curious, creative and inquisitive future leaders. As a result, we require engaging, enthusiastic and future-focussed educators willing to work in our diverse, challenging and highly rewarding setting. The school highly values developing contemporary enterprise capabilities identified in the F-10 that may include, Problem solving, Digital literacy, Presentation skills, Critical thinking, Creativity, Financial literacy as well as Asia and intercultural literacy. A successful teacher in our school will be able to exhibit these capabilities and lead students in developing such capabilities

The moral purpose of the school, why we are here, rests in a mixture of middle-year educational reform, a contemporary interpretation of the "rite of passage", a paradigm shift of "long service leave" and interpretation of contemporary adolescent psychological research as applied to education. These four converging concepts provide a powerful rationale and significant "moral purpose" or central belief for undertaking our programs.

1) About “educational reform”. Contemporary middle year's educational practices inform many of the pedagogical and care practices of the school. These include project-based work, inquiry based learning, experiential learning, concrete work tasks, team work, integrated use of ICT, reflective practices, meta-cognitive learning, individual strength profiling and community living. The deliberate limitation of resources and the creation of decision-making tension points contribute to many of the students’ learning outcomes.

2) About the "Rite of Passage". This concept refers to that which is said has been lost in contemporary society. Briefly, many traditional cultures incorporated a period, at about puberty, of separation from family and home, where participants would undertake a significant and prolonged journey of self-discovery in the wilderness. During this time, participants would undergo physical and emotional hardship, solve real life problems concerning "survival" and learn the spiritual mores of their community from elders and other significant adults. Successful reintegration to home society after such an undertaking or "rite", marked the transition from childhood to adulthood. The school believes that a rite of passage experience is undertaken by students in the settings at these schools. Many key “rite” components can be identified in this program and many undertakings of the program are metaphors and appropriations of the anthropological description of the adolescent rite.

3) About "long service leave". In many organisational structures in Australia, after ten years of continual service, members of that organisation are entitled to a period of leave from their role for re-creation, renewal, reinvigoration and rediscovery as both a mark of respect and in preparation for the next period of work and life. Year nine students have been at school for ten years and deserve a period of "long service leave". In this construct, the leave must require participants to undertake tasks, learning and experiences that are fundamentally different to those of their normal existence. It is because of this, among other reasons, that traditional "school work" is best not undertaken in this residential learning environment. Students are undertaking "new" learning that is fundamentally about them and their future selves. The learning they are undertaking is hugely valuable in itself.

4) About “contemporary adolescent research”. Bidulph and Carr-Gregg often discuss how many adolescents seek attachment, association, mentoring and role-modelling by a significant adult who is not a direct member of the young person's immediate family; the teacher, scout master, employer, sport coach and so on tends to be that person in our society. Clearly this person needs to accept the considerable and onerous trust and responsibility that is placed upon them. Richard Louv identified the construct of Nature Deficit Disorder, which is a phenomenon where medical practitioners are identifying that young people who have lack of exposure to the natural environment experience higher levels of anxiety, depression and obesity, as well as having a lower capacity for creative thinking, risk assessment and harm minimisation. The school provides many opportunities for unstructured play in the environment, exploration of the natural environment, getting physically dirty and physically touching and personally experiencing that environment, as opposed to experiencing it through a digital media.

Victorian Government secondary schools usually express interest to attend one of the three campuses a year in advance. Students attend in teams of up to six and are selected by their home school. All campuses operate four terms per year, with duration and cohort size variations. The school is also a key provider for the DET International Division, Victorian Young Leaders to China program. This is a six-week language and Asia-literacy program, funded by DET, which we operate with our sister-school Utahloy International School, Guangdong Province, China. This program has been a part of the school since 2014 and is likely to expand in future.

Selected students usually display potential in the areas of leadership and enterprise. Even though some students attend for other reasons, such as improving personal wellbeing or separation from difficulty at home as a type of respite, the school program is not a youth at risk or retrieval program. The curriculum of the school maximizes the nurturing of leadership and enterprise skills, with key foci on student achievement wellbeing and care, personal and team development, self-efficacy, self-esteem and community projects. Outdoor education is an integrated curriculum component and an embedded Laptop and ICT program will contribute greatly to learning outcomes.

Every student benefits from the experience and every student will acknowledge that the experience is at times extremely challenging. On return home and after a period of adjustment, students usually successfully progress at school. Our research shows that students are better learners, more focussed, more settled, have better medium and long term goals and can undertake practices to achieve those goals.

The school has a core vision of leading a community where people are passionate, informed and active global citizens. The values which guide school and program decision making are; connectedness, relationships, respect and self-belief. The successful applicant will demonstrate in his/her previous work a commitment to these principles:

• Connectedness: we value connectedness with community, environment, culture & spirituality.

• Relationships: we value positive and empathetic relationships that encourage inclusiveness, diversity and support of self and others.

• Respect: we value the respect for physical and mental health, along with respecting the opinions, beliefs, values and choices of others.

• Self-belief: We value positive self-talk, drive and passion, along with setting goals, reflection and learning from experiences.

As a result of the multi-campus operation and the residential 24/7 operation on each campus, the role requires teachers and support staff who are flexible, enthusiastic and team-oriented. Generalist teachers will work in a close team environment with their colleagues, where a culture of sharing and feedback exists.

Because of the unique nature of the operation of the school, the delivery of the programs involves a range of evening, overnight, early morning and weekend duties for staff. Staff work on public holidays if so rostered. Flexibility in working hours and arrangements is essential for the both operation of the school and the emotional wellbeing of the staff member. The accumulated public holidays for a calendar year are taken as lieu in December as additions to the vacation.

The Campus Principal and the Leading Teachers with the Generalists will form the core of the teaching staff. The school Principal is primarily based at Snowy Campus, but attends all campus as often as practical. The Business Manager has a close working and trust relationship with both the Principal and the Campus Principals in making and supporting resourcing decisions.

The operational budget of the multi-campus school is approximately $6.5m per annum. Leading Teachers should be familiar with aspects of contemporary DET management practices, Education State and other strategic initiative. The school has a Strategic Plan and Annual Implementation Plan, just as any State education school is required to have.

The governance and leadership model of the School for Student Leadership is unique in the Victorian Education system. The governance and leadership models comprise a single School Council and a single Principal. The school council, nominated by the Education Minister, consists of high profile members of the Victorian community. The Business Manager is the Secretary of the School Council and has a close working relationship with the Principal and School Council President.

A Leadership Team heads-up the operational, curriculum, student achievement staff performance and development process; this is the schools structure to enable a community of practice to operate.

The school, as a co-educational residential school, has two gender specific accommodation wings and has a highly trained team of teacher and non-teacher support staff to maximize the desired educational outcomes, provide care and supervision of students at the required ratios.

The nearby towns of Marlo, Orbost, Bright, Omeo, Terang and Warrnambool for each campus respectively offer accommodation, provisions, medical and service as well as infrastructural support.

Successful applicants will be employed on a fixed term basis for term 3, 2019.

The School for Student Leadership was established as the Alpine School in 2000 at Dinner Plain. It has since expanded to include the Snowy River Campus, Marlo, in 2007, and the Gnurad-Gundidj Campus, Noorat, in 2009. Each term forty-five students live, learn, work, play, recreate and undertake adventures at the schools in a unique leadership education program. The School originally modelled the leadership program on an Enterprise Education model, and at its core has an Enquiry-Learning focus. The Victorian F-10 Curriculum Capabilities and their Strands and Sub-Strands currently informs the curriculum content, assessment and reporting.

The school aims to create curious, creative and inquisitive future leaders. As a result, we require engaging, enthusiastic and future-focussed educators willing to work in our diverse, challenging and highly rewarding setting. The school highly values developing contemporary enterprise capabilities identified in the F-10 that may include, Problem solving, Digital literacy, Presentation skills, Critical thinking, Creativity, Financial literacy as well as Asia and intercultural literacy. A successful teacher in our school will be able to exhibit these capabilities and lead students in developing such capabilities

The moral purpose of the school, why we are here, rests in a mixture of middle-year educational reform, a contemporary interpretation of the "rite of passage", a paradigm shift of "long service leave" and interpretation of contemporary adolescent psychological research as applied to education. These four converging concepts provide a powerful rationale and significant "moral purpose" or central belief for undertaking our programs.

1) About “educational reform”. Contemporary middle year's educational practices inform many of the pedagogical and care practices of the school. These include project-based work, inquiry based learning, experiential learning, concrete work tasks, team work, integrated use of ICT, reflective practices, meta-cognitive learning, individual strength profiling and community living. The deliberate limitation of resources and the creation of decision-making tension points contribute to many of the students’ learning outcomes.

2) About the "Rite of Passage". This concept refers to that which is said has been lost in contemporary society. Briefly, many traditional cultures incorporated a period, at about puberty, of separation from family and home, where participants would undertake a significant and prolonged journey of self-discovery in the wilderness. During this time, participants would undergo physical and emotional hardship, solve real life problems concerning "survival" and learn the spiritual mores of their community from elders and other significant adults. Successful reintegration to home society after such an undertaking or "rite", marked the transition from childhood to adulthood. The school believes that a rite of passage experience is undertaken by students in the settings at these schools. Many key “rite” components can be identified in this program and many undertakings of the program are metaphors and appropriations of the anthropological description of the adolescent rite.

3) About "long service leave". In many organisational structures in Australia, after ten years of continual service, members of that organisation are entitled to a period of leave from their role for re-creation, renewal, reinvigoration and rediscovery as both a mark of respect and in preparation for the next period of work and life. Year nine students have been at school for ten years and deserve a period of "long service leave". In this construct, the leave must require participants to undertake tasks, learning and experiences that are fundamentally different to those of their normal existence. It is because of this, among other reasons, that traditional "school work" is best not undertaken in this residential learning environment. Students are undertaking "new" learning that is fundamentally about them and their future selves. The learning they are undertaking is hugely valuable in itself.

4) About “contemporary adolescent research”. Bidulph and Carr-Gregg often discuss how many adolescents seek attachment, association, mentoring and role-modelling by a significant adult who is not a direct member of the young person's immediate family; the teacher, scout master, employer, sport coach and so on tends to be that person in our society. Clearly this person needs to accept the considerable and onerous trust and responsibility that is placed upon them. Richard Louv identified the construct of Nature Deficit Disorder, which is a phenomenon where medical practitioners are identifying that young people who have lack of exposure to the natural environment experience higher levels of anxiety, depression and obesity, as well as having a lower capacity for creative thinking, risk assessment and harm minimisation. The school provides many opportunities for unstructured play in the environment, exploration of the natural environment, getting physically dirty and physically touching and personally experiencing that environment, as opposed to experiencing it through a digital media.

Victorian Government secondary schools usually express interest to attend one of the three campuses a year in advance. Students attend in teams of up to six and are selected by their home school. All campuses operate four terms per year, with duration and cohort size variations. The school is also a key provider for the DET International Division, Victorian Young Leaders to China program. This is a six-week language and Asia-literacy program, funded by DET, which we operate with our sister-school Utahloy International School, Guangdong Province, China. This program has been a part of the school since 2014 and is likely to expand in future.

Selected students usually display potential in the areas of leadership and enterprise. Even though some students attend for other reasons, such as improving personal wellbeing or separation from difficulty at home as a type of respite, the school program is not a youth at risk or retrieval program. The curriculum of the school maximizes the nurturing of leadership and enterprise skills, with key foci on student achievement wellbeing and care, personal and team development, self-efficacy, self-esteem and community projects. Outdoor education is an integrated curriculum component and an embedded Laptop and ICT program will contribute greatly to learning outcomes.

Every student benefits from the experience and every student will acknowledge that the experience is at times extremely challenging. On return home and after a period of adjustment, students usually successfully progress at school. Our research shows that students are better learners, more focussed, more settled, have better medium and long term goals and can undertake practices to achieve those goals.

The school has a core vision of leading a community where people are passionate, informed and active global citizens. The values which guide school and program decision making are; connectedness, relationships, respect and self-belief. The successful applicant will demonstrate in his/her previous work a commitment to these principles:

• Connectedness: we value connectedness with community, environment, culture & spirituality.

• Relationships: we value positive and empathetic relationships that encourage inclusiveness, diversity and support of self and others.

• Respect: we value the respect for physical and mental health, along with respecting the opinions, beliefs, values and choices of others.

• Self-belief: We value positive self-talk, drive and passion, along with setting goals, reflection and learning from experiences.

As a result of the multi-campus operation and the residential 24/7 operation on each campus, the role requires teachers and support staff who are flexible, enthusiastic and team-oriented. Generalist teachers will work in a close team environment with their colleagues, where a culture of sharing and feedback exists.

Because of the unique nature of the operation of the school, the delivery of the programs involves a range of evening, overnight, early morning and weekend duties for staff. Staff work on public holidays if so rostered. Flexibility in working hours and arrangements is essential for the both operation of the school and the emotional wellbeing of the staff member. The accumulated public holidays for a calendar year are taken as lieu in December as additions to the vacation.

The Campus Principal and the Leading Teachers with the Generalists will form the core of the teaching staff. The school Principal is primarily based at Snowy Campus, but attends all campus as often as practical. The Business Manager has a close working and trust relationship with both the Principal and the Campus Principals in making and supporting resourcing decisions.

The operational budget of the multi-campus school is approximately $6.5m per annum. Leading Teachers should be familiar with aspects of contemporary DET management practices, Education State and other strategic initiative. The school has a Strategic Plan and Annual Implementation Plan, just as any State education school is required to have.

The governance and leadership model of the School for Student Leadership is unique in the Victorian Education system. The governance and leadership models comprise a single School Council and a single Principal. The school council, nominated by the Education Minister, consists of high profile members of the Victorian community. The Business Manager is the Secretary of the School Council and has a close working relationship with the Principal and School Council President.

A Leadership Team heads-up the operational, curriculum, student achievement staff performance and development process; this is the schools structure to enable a community of practice to operate.

The school, as a co-educational residential school, has two gender specific accommodation wings and has a highly trained team of teacher and non-teacher support staff to maximize the desired educational outcomes, provide care and supervision of students at the required ratios.

The nearby towns of Marlo, Orbost, Bright, Omeo, Terang and Warrnambool for each campus respectively offer accommodation, provisions, medical and service as well as infrastructural support.

Successful applicants will be employed on an ongoing full-time basis.