Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1521421
College Profile
Hume Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1200 students and growing. Our vision to develop and nurture the social, emotional and academic growth of all students in order that they become resilient, life-long learners equipped with the skills, qualifications and personal attributes for success in and beyond school. The College has three state-of-the- art campuses: two Year 7-9 Campuses located at Blair Street and Dimboola Road and a Year 10-12 Campus on the south west corner of Broadmeadows Town Park. The Blair Street Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia. The academic success of our students is ensured through a guaranteed and viable Year 7-12 curriculum combined with dedicated teachers and support staff who are committed to provide for the learning needs of all of our students.
Hume Central Secondary College is a vibrant school community with an outstanding school climate and a positive culture where staff are valued and numerous structures support strong collaboration. School climate data from the annual staff opinion survey shows that positive endorsement is consistently above similar schools, network and state, with significant strengths in the areas of:
· Staff trust in colleagues
· Collective responsibility
· Collective focus on student learning.
Our strategic intent incorporates a focus on maintaining student engagement in learning so that students are able to complete their secondary education and make the transition to a meaningful and sustainable post school destination. Excellent results in VCE ensure that over 97% of our students secure a tertiary placement in either University or TAFE. Our VCE ¿ Vocational Major and Victorian Pathway Certificate programs provides students with the opportunity to engage in applied learning whilst completing vocational qualifications and gaining vital industry experience. Students in Years 10-12 are able to incorporate a range of VET programs into their senior secondary learning program.
An important focus of our College is to support our students to learn effectively and to develop positive attitudes and behaviours. This can only be achieved when our students, parents and teachers work together in partnership. We endeavour to provide a learning environment that will nurture personal development and establish a strong connectedness to school. All staff and College Council members share a high regard for the trust which parents/guardians place in us and the College is conscious of the need for regular and accurate communication with parents. Student data is regularly updated and shared with families via the Compass Portal. Working together as a learning community is essential to maximise student outcomes and prepare students for successful pathways and lives in the future. The Careers and Pathways team is a central component of supporting our students to achieve success at school and beyond. Our curriculum and wellbeing programs promote academic rigor and achievement whilst providing structure and care to support our students and their families to achieve rewarding personal and academic outcomes.
Hume Central Secondary College is a vibrant learning Community. We invite you to visit our website for more information and/or our learning communities during or after school hours.
For further information please contact Sonia Bedggood on 0429 330 340
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.
Position Overview
The Inclusive Education Coach will work collaboratively with all members of the College Leadership Team to create an inclusive and equitable school culture which ensures that the students with disability and additional needs are engaged in education and supported to fully participate, learn, succeed and meet their learning goals. The Inclusive Education Coach will be an advocate and champion for students with disability and additional needs and will provide specialist support to develop the knowledge and skills of staff to better respond to these students¿ needs. They will work with school staff to enhance pedagogical practice and implement strategies for supporting the education of these students.
The Inclusive Education Coach will:
¿ play a key role in the school¿s transition to the Disability Inclusion model, which can include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting
¿ provide advice and work collaboratively with school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments, for individual students and cohorts of students
¿ lead processes in the College to support the provision of reasonable adjustments to ensure that students with disability can access and participate in education on the same basis as students without disability
¿ promote the implementation of all elements of Disability Inclusion at the school including the establishment of Student Support Groups (SSGs), administrative duties relating to student referrals and funding, communicating with staff and supporting staff to implement strategies to support students
¿ promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
¿ provide coaching and advice for staff to develop and deliver differentiated curriculum and teaching strategies appropriate for individual students with disability and with additional needs incorporating 3L (Language and Literacy for Learning) and other strategies, including those drawn from the Departmental Literacy and Numeracy Toolkit
¿ ensure that each student with disability and additional support needs has a quality IEP that meets at least level 2 of the IEP quality checklist rubric
¿ build staff capacity to understand, develop and implement Individual Education Plans (IEPs) and document appropriate teaching and learning adjustments
¿ support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
¿ provide support to school staff involved in preparing the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings ¿ work in collaboration with members of the College Leadership Team to ensure student needs are met via referrals
¿ play a key role in supporting students with disability and additional needs to make smooth school transitions (e.g. primary to secondary, junior to senior or alternative settings, ensuring there are effective arrangements in place for efficient transfer of information between services and schools
¿ embed evidence-based inclusive education and human rights obligations into school policies and plans ¿ deliver professional learning sessions related to Disability and Inclusion policy, Differentiated Teaching, and Assessment and Reporting
¿ manage assigned budget and resources
¿ perform other duties as negotiated with the Principal
LEADERSHIP STATEMENT Hume Central Secondary College recognises the need for a strong and supportive leadership team committed to the College vision and able to develop and implement the School Strategic Plan (SSP) and Annual Implementation Plan (AIP) targets to meet set goals. Leading Teacher positions may be linked to the work of a particular AIP area, there is an expectation that all College priorities are reflected in the daily practice of all Leading Teachers.
LEAD TEACHERS Lead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. Inside and outside the school they initiate and lead activities that focus on improving educational opportunities for all students. They establish inclusive learning environments, meeting the needs of students from different linguistic, cultural, religious and socio-economic backgrounds. They continue to seek ways to improve their own practice and to share their experience with colleagues.
They are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional engagement in others. They promote creative, innovative thinking among colleagues. They apply skills and in-depth knowledge and understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre-service teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve their own professional practice.
They lead processes to improve student performance by evaluating and revising programs, analysing student assessment data and taking account of feedback from parents/guardians.
This is combined with a synthesis of current research on effective teaching and learning. They represent the school and the teaching profession in the community. https://www.aitsl.edu.au/tools-resources/resource/standards-at-the-lead-teacher-level
It is expected that Leading Teachers at the College will fulfill the following responsibilities:
College Wide:
¿ Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan, AIP and school priorities ¿ Leading and managing the provision of professional development and creating development plans for staff
¿ Demonstrating exemplary classroom practice and creating structures to promote reflective teaching practice, continuous learning and shared responsibility for student outcomes
¿ Leading and managing staff reviews and development through the PDP, ensuring alignment with SSP/AIP goals and targets
¿ Consistently demonstrating behaviours underpinned by DET values and enacting the College¿s vision in all interactions within our community
¿ Actively promote and continue to develop the use of Compass amongst the College Community (staff, students, parents/carers and other key stakeholders). Campus Based
¿ Leading and managing the implementation of campus operations and policies related to student learning, engagement and wellbeing
¿ Actively leading on the campus to foster a safe, respectful and productive environment
¿ Building and maintaining collaborative teams and promoting cooperative working relationships with all members of the community
¿ Mentoring, guidance and support of staff to improve practice
¿ Actively contributing to campus meetings in a positive and constructive manner
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
This position is a 1 year tenured position
Applications should include:
A specific response to all of the key selection criteria and position details.
Application Pro forma:
a. The pro forma is a cover sheet providing the name of the applicant and record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position.
b. A CV with a summary of experience and qualifications.
c. The names, contact and email details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
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.