Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Barwon South West - Greater Geelong
Reference: 1484858
Bellarine Secondary College is located on the beautiful Bellarine Peninsula, with campuses in Ocean Grove (Years 7¿8) and Drysdale (Years 9¿12). The College¿s learning program is enriched by its coastal-rural setting, reflected in distinctive offerings such as Farm My School, Equine Studies, Outdoor Education, Agriculture and Horticultural Studies, and the Vineyard Program, Ready, Set, Work. These are complemented by robust programs in the Visual and Performing Arts and the newly introduced Basketball Program, which complement the core areas of the Victorian Curriculum.
The College offers a rich and diverse curriculum of essential learning across all year levels. In the senior years, students can access VCE, VCE-VM, VPC, and a wide selection of VET subjects, delivered both on-site and through the Geelong VET Cluster. Our core values of Respect, Responsibility and Resilience are actively promoted through our School-Wide Positive Behaviour Support framework and a highly successful system of Positive Behaviour Recognitions.
Bellarine Secondary College is committed to providing students with broad and meaningful educational experiences that support their transition into further education, training or employment. Strong partnerships with tertiary institutions in Geelong , Head Start and a growing network of Registered Training Organisations enhance the pathways available to our students. Applied learning is a central feature of our curriculum and is embedded from Years 8 to 12.
The College's Select Entry Accelerated Learning Program (SEALP), one of the first Department-accredited programs, offers high-achieving students the opportunity to extend and enrich their learning in Years 7¿9. Many SEALP students begin VCE studies in Year 10, ensuring ongoing challenge and engagement.
Bellarine Secondary College is proud of the breadth of its programs and the outstanding outcomes achieved by students across its history of serving the Bellarine Peninsula community.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
SC6 Demonstrated ability to lead improved student outcomes, including through a whole school approach to literacy and an agreed and consistent approach in the teaching of English 7-12.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Applicants are invited to contact the College at [email protected] for further information pertaining to this position including: role description, schools strategic plan and AIP.
Please limit selection criteria responses to 2 pages.
Please provide the following:
* A CV including relevant qualifications and experience including name, contact number and email.
* Response to the Key Selection Criteria.
* Provide your VIT registration details, including expiry date.
* Name, email, and mobile number for 3 current referees.
Please note that the selection panel may seek additional referees relevant to your application.
Applicants will be advised if this occurs.
Position descriptions are reviewed regularly and may change, by consultation, with the Principal.
All staff are appointed to Bellarine Secondary College and can work at either campus, depending on the needs of the College.
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.