Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1536837
School Profile
Homestead Senior Secondary College opened in 2020 and is located in a developing area of Point Cook, approximately 28 kilometres from Melbourne CBD. Our feeder schools are the local P-9 colleges - Alamanda and Saltwater P-9 Colleges. A significant percentage of our enrolments are new arrivals to the greater Point Cook community. Homestead also attracts a growing number of enrolments from the independent school's sector. Rapid growth is predicted for both the suburb and school over the next 5 to 10 years.
In 2026 we expect approximately 710 students at HSSC, and it is projected that the college's peak enrolment will be in excess of 1500 students. In addition to this, we expect to be supporting approximately 600 students from Saltwater P-9 at years 7-9 on the Homestead site while Saltwater undergoes major capital works to increase capacity on their site.
The foundation years of the college focused upon building social capital, creating structures and practices, purchasing resources and establishing staff professional learning teams. This is an amazing career opportunity for educationalists as they are part of a staff cohort playing an integral role in the development of the college's culture, teaching & learning style and place in our community. Our new phase includes solidifying our culture of the young adult learning environment and our consistent teaching and learning model, while managing significant growth in student and staff population.
HSSC is a state of the art 21st Century learning environment for young adults. With a build cost of $53 million, facilities are second to none. Students learn in a three-storey main building, a standalone Performing Arts/Physical Education building, multi-purpose courts and a playing field. Our landscaped grounds feature amazing spaces for our students and staff.
The college curriculum focuses on providing the right pathway for all students to achieve their academic goals. The college offers a broad range of studies at Year 10, VCE, VM, VET & other programs.
HSSC is defined by:
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.
Role Description:
¿ Provide strategic leadership for the College's Inclusion portfolio, embedding inclusive education practices aligned with the School Strategic Plan and Annual Implementation Plan.
¿ Lead the implementation and continuous improvement of the Victorian Disability Inclusion reform and ensure compliance with relevant legislation and Department of Education policies.
¿ Build a whole-school culture of inclusion, equity and high expectations that promotes the engagement, achievement and wellbeing of all students.
¿ Lead the development, implementation and evaluation of inclusive curriculum, differentiated teaching practices and reasonable adjustments related to DI students across all learning areas.
¿ Develop the capability of teaching and education support staff through coaching, mentoring, demonstration lessons and targeted professional learning.
¿ Oversee the development, implementation and quality assurance of Individual Education Plans (IEPs), Disability Inclusion Plans and Student Support Groups (SSGs), ensuring student voice and parent partnerships are central to planning.
¿ Lead the preparation, coordination and quality assurance of Disability Inclusion Profile meetings and associated evidence collection.
¿ Manage Disability Inclusion funding applications, budgets, resource allocation and reporting to maximise student outcomes.
¿ Work with the Assistant Principal of Wellbeing and Directors of Student Engagement and Wellbeing to collate key data sets to inform accurate documentation and compliance with the Department¿s requirements for key points throughout the academic year such as the Nationally Consistent Collection of Data (NCCD) and
¿ Use student achievement, engagement and wellbeing data to identify trends, evaluate programs and implement targeted Tier 2 and Tier 3 interventions
¿ Lead referral processes and coordinate multidisciplinary support for students through collaboration with Student Support Services, allied health professionals, external agencies and College staff.
¿ Provide strategic leadership of the College's Education Support staff and Disability Inclusion team, fostering a collaborative and high-performing culture.
¿ Work collaboratively with the Teaching and Learning Team to embed evidence-based inclusive practices into curriculum design, assessment and instructional practice.
¿ Work with the Pathways and Transitions teams to develop transitions planning and support for students with disability and additional learning needs to ensure successful movement into, through and beyond the College.
¿ Establish and maintain productive partnerships with parents, carers, community agencies and Department of Education personnel to enhance student outcomes.
¿ Provide expert advice to the Principal and College Leadership Team on inclusive education, disability reform, legislative obligations and emerging educational priorities.
¿ Contribute to whole-school improvement through participation in College leadership structures, committees and strategic planning processes.
¿ Maintain a visible leadership presence in classrooms, modelling exemplary inclusive teaching practice and supporting continuous improvement in teaching and learning.
¿ Provide expertise and resources when developing targeted strategies to manage challenging behaviours with eligible students.
¿ Undertake other duties as directed by the Principal
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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
Enquiries regarding the position can be directed to the Principal Danijel Banovic 0436 922 997 - we encourage you to contact the Principal with regard to this role.
Applications must include:
- A specific response to all the key selection criteria
- A CV including the names of three referees and contact numbers should be included in the application
- Applications should be submitted via Recruitment Online https://schooljobs.education.vic.gov.au/psp/ROLPPRD1_EA/APPLICANT/HRMS/c/HRS_HRAM.HRS_APP_SCHJOB.GBL
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.