Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1536198
Fountain Gate Secondary College was established as a Year 7-12 stand-alone school located in the City of Casey in the southeast suburbs of Melbourne, approximately 40 kilometres from the Melbourne Central Business District. The school was registered in 2009 and has a total enrolment of 1116 students. Our Leadership Profile comprises the College Principal, 5 Assistant Principals, 11 Leading Teachers and 10 Learning Specialists. In total, there are 90 teachers and 65 Education Support staff.
Fountain Gate Secondary College provides a Year 7 to Year 12 learning program through the Victorian Curriculum, the Victorian Certificate of Education (VCE), Victorian Certificate of Education - Vocation Major (VCE-VM) and a range of Victorian Education and Training (VET) offerings.
Our shared purpose as a school community is captured in our vision: Knowing our students and giving every student every opportunity to thrive by providing high-quality learning and pathways to success, aligned with their interests, aspirations and strengths.
To support the wellbeing and engagement of our students, we have a wellbeing team that works closely with Year Level leaders, Teachers, Students and the Community to implement strategies to increase educational outcomes. The wellbeing team is comprised of a Mental Health Practitioner, 4 Engagement and Wellbeing officers and the 'Doctors in Schools' program. We have an Inclusion team that works alongside wellbeing staff who support with the implementation of teaching strategies within the classroom to support the learning needs of students.
Our Positive Education approach underpins all interactions across the school, providing a framework for explicitly teaching positive behaviours and fostering student wellbeing. By harnessing students individual character strengths, we build self-esteem, a sense of belonging, and a meaningful connection to school. Central to this
approach are our core school values of Respect, Honesty, Responsibility and Endeavour, which are embedded in every aspect of school life. These values are actively reinforced through our extensive awards system, which recognises and celebrates students who demonstrate them in their learning, relationships and contribution to the school community.
The College successfully competes through several interschool sports, and our Rugby Academy supports students to achieve excellence both on and off the field.
As part of our 2023-2026 School Strategic Plan, our college has three focus areas:
1. Improve student learning outcomes
2. Optimise student wellbeing and connectedness
3. Improve student engagement in learning
Fountain Gate Secondary College is committed to providing a high-quality educational program that supports all students to fulfil their potential and achieve their goals in life. The College values and embraces the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have high expectations for all members of our school community and ensure this is matched with high levels of support.
For any enquiries regarding this role, please contact the College via 03 8762 6839.
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 in evaluating 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
The Pedagogy Leader at Fountain Gate Secondary College will work with multiple Learning Area teams to lead the implementation of the Victorian Teaching and Learning Model 2.0 (VTLM), embedding effective practice across the teaching and learning elements to build staff capability and improve student learning outcomes.
The Pedagogy Leader at Fountain Gate Secondary College will work largely in the three core elements of the Department of Education Framework for Improving Student Outcomes (FISO) 2.0:
Leadership: is the shared processes and actions that build a positive school climate for learning and wellbeing through practices and relationships based on high expectations, shared values, and a culture of trust.
Teaching and Learning: refers to responsive practices and curriculum programs through which students develop their knowledge, skills and capabilities
Assessment: is the use of evidence and data by school leaders and teachers to assess student learning growth, attainment and wellbeing capabilities and to design and implement priorities for improvement.
The Pedagogy Leader at Fountain Gate Secondary College will be committed to working with teachers to uphold the following seven Professional Standards:
Professional Knowledge:
know the students and how they learn
know the content and how to teach it
Professional Practice
plan for and implement effective teaching and learning
create and maintain supportive and safe learning environments
assess, provide feedback and report on student learning
Professional Engagement
engage in professional learning
engage professionally with colleagues, parents/carers and the community
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.