Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Loddon Mallee - Greater Bendigo
Reference: 1518188
OUR COLLEGE
Eaglehawk Secondary College (ESC) is a Year 7 - 10 college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce. Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College, with which ESC has a very strong partnership as a member of the Bendigo Education Plan cluster schools.
The college has a student population of 570 students drawn from Eaglehawk, Bendigo and the adjacent rural areas, with projected growth to 700. The college was completely rebuilt in 2012 with outstanding facilities including four Learning Communities; Design and Technology building; Performing Arts Centre; Library; Food Technology areas; Gymnasium; a purpose-built Innovation Learning Centre for STEAM and an onsite reengagement facility that hosts the college¿s Connect Program.
STUDENT ENGAGEMENT
A wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
The major features of ESC are:
· A well-balanced curriculum that has breadth, depth, engagement, and challenge.
· Personalised learning opportunities that increase agency and voice in learning.
· Literacy and Numeracy programs catering for personalised learning.
· Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment.
· 1:1 Netbook Program and introducing a Bring Your Own Device program in 2025.
· Programs to support Indigenous students.
· Tutor supported program for Karen students.
· Opportunities for students to thrive in our onsite re-engagement program ¿Connect¿ that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community.
· A Teacher Advisor Program committed to the learning, wellbeing, and engagement of students.
ICT
ESC maximises learning technologies through the 1:1 Netbook Program and the Bring Your Own Device Program to be introduced in 2025. Parents are kept informed of their child¿s learning and attendance via COMPASS platform. Every student in the College is connected on-line for their learning and assessment.
RESPONSIVE & INNOVATIVE CURRICULUM
A wide range of teaching and learning strategies are employed to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.
Curriculum initiatives include:
· E-Learning across the curriculum
· Pathways opportunities which include Work Experience and Head Start
· VET and VCE provision at Year 10.
· High needs transition program for at risk students Year 6 moving to Year 7
· Year 10 transition program to Bendigo Senior Secondary College
· Breadth of subject and elective offerings across the curriculum across Years 7-10
· Courses are designed and aligned with Victorian Curriculum in the areas of English, Mathematics, Humanities, Arts, Science, LOTE, Design and Technology and Health and Physical Education.
· Opportunities to undertake specialist programs as part of the BEP cluster secondary school¿s initiative including the Athletic Development Program and STEAM
· RACV Energy Breakthrough and the Bendigo Instrumental Music Program (BIMP).
PARENT ENGAGEMENT
Parents obtain regular feedback about student progress and competencies through:
· Ready to Learn conferences at the start of the year and Parent / Teacher / Student interviews at the end of Semesters 1 and 3.
· Progressive student assessment and reporting information available through COMPASS for each unit of work.
· End of semester reports on Victorian Curriculum progress via COMPASS
· Course Counselling for subject selection for Years 8 ¿ 10.
COLLEGE FACILITIES
Our school has been built to cater for a long-term enrolment of 800 students. The school is designed on principles that have created modern school buildings capable of supporting a wide variety of new teaching and learning approaches.
The school design allows for:
· Personalised learning for every student.
· Curriculum that has breadth, depth, engagement and challenge.
· Applied and practical learning experiences.
· Each student having a Teacher Advisor for student wellbeing, mentoring and academic support.
· Indoor-outdoor connections for learning. For example, the GROW program and 3556 Magazine.
· Student leadership opportunities through our Student Activities and Leadership Team.
· Partnership programs with La Trobe University, Bendigo.
· College Production.
SUPPORTING ALL STUDENTS
The facilities have a capacity to provide for a vast curriculum program including STEAM and Project Based Learning programs. The setting supports students to build effective relationships with their teachers and their fellow students.
LEARNING COMMUNITIES
Learning Communities accommodate up to 200 students. The community setting caters for their core curriculum classes and provides the base for their management and welfare as a group. Small teams of teachers provide home group (Teacher Advisor - TA) tutoring to small groups of students in each Learning Community, which will help develop a culture of high expectations, underpinned by a commitment to effort and hard work by all.
The flexible learning spaces, support the extensive use of Information Communication Technologies. The design of the neighbourhoods allows effective supervision of all students in the group and includes social spaces where personal relationships are formed.
Learning communities also include:
· Studio classrooms for up to 25 students.
· Interview spaces that can also be used as a workspace for three or four students.
· Breakout spaces where a range of teaching and learning activities can occur.
· Specialist Arts / Science studios and a link to specialist areas for Design and Technology Studies, Health and Physical Education and Performing Arts.
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.
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
Role:
A Learning Community Leader at Eaglehawk Secondary College is responsible for fostering a positive learning environment, managing student engagement and wellbeing, and overseeing attendance within their learning community. They ensure that the learning community aligns with the college's values and contributes to achieving goals set in the college's Annual Implementation Plan and Strategic Plan.
Key Responsibilities:
Contribute to whole school decision making and liaise with other members of the college¿s Leadership Team to develop consistent strategic responses to school issues, reinforce the college¿s purpose and values, implement agreed policies and procedures, involve staff in the leadership and management of the Learning Community, and develop the leadership capacity of self and others, including students.
Liaise with and support Teacher Advisors and classroom teachers with issues of student management and wellbeing including but not limited to dealing with major and repeated minor behaviours; referrals to wellbeing and learning supports; restorative meetings; parent contact, modified timetables, detentions, suspensions and re-entry meetings, Behaviour Support Plans, Productivity Booklets, IEPs, SSGs, DIPs and be a central point for communication relating to these matters.
Lead the implementation of reasonable adjustments relating to planning, curriculum, environment and testing for students who require these, along with liaising with external and internal specialists to ensure continuity and consistency of these adjustments and collate the evidence required for DIPs with the Disability Inclusion Coordinator.
Liaise with parents, external stakeholders and ESC staff to support student learning and engagement and wellbeing outcomes for all students.
Monitor the attendance data and oversee attendance plans for students within their Learning Community and develop staff capacity to build the required skills to follow up on attendance of individual students.
Empower staff to implement consistent, predictable routines across a community with regard to ready to learn, classroom space and design, entry and exit routines in line with the Berry Street Education Model and college¿s Instructional Model.
Lead Community Professional Learning Teams (Learning Community meetings) and a Performance and Development / Statement of Expectations group.
Communicate effectively with Community Assistants to provide mutual support to achieve the goals of each role.
Support the Year 6 to 7 and Year 10 to 11 Transition Programs through the sharing of data, visiting primary schools, leading transition days (state-wide Orientation Day and Big Day Out) and accompanying students to Bendigo Senior Secondary College for transition days.
Engage in a yearly portfolio that addresses one of the AIP goals as identified through Attitudes to School Survey; School Staff Survey; Parent Opinion Survey.
Participate in targeted professional learning programs to develop leadership skills, including external coaching, for their own ongoing professional growth and development.
As a member of the Leadership team, actively participate in parent and student events, attend additional meetings, such as leadership, Open Days, and other college-wide activities.
Model Eaglehawk Secondary College values in all dealings with members of the college and broader community.
Undertake a leadership portfolio of Teacher Advisor program development and implement a program to address and improve processes that deal with bullying and hate speech.
Other related duties as requested by the Principal.
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.