Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1480248
Location Profile
Yarra Hills Secondary College is a multi-campus college of approximately 550 students across two campuses in the Mooroolbark/Kilsyth and Mount Evelyn districts of outer eastern Melbourne. It is part of the North East Victoria Region (NEVR) of DE.
Yarra Hills organises its student management and administration on the basic structure of its two campuses, one of which is Year 7 - 10 and Year 11/12 VCE Vocational Major (VM) only and one which has Year 7-10 and Year 11/12 VCE and VCE/VM educational pathways.
With consistent enrolments over recent years and a solid status within the local community, Yarra Hills anticipates stability and future growth. Our programs build strong foundations that provide a solid basis for future success by emphasising literacy and numeracy and embedding information and communication technologies across all subjects within the curriculum. A solid core curriculum is supported by an extensive elective program that recognises students¿ different needs and talents and supports individual learning and career pathways. All year ten students can participate in an extension program into VCE studies, assisting in maximising tertiary entrance scores. A broad and engaging curriculum has led to a high proportion of our students achieving successful academic pathways to university or TAFE through VCE or alternately into vocational pathways through VET and VCE Vocational Major (VM), as well as school-based apprenticeships and training (SBATs) and the DET HeadStart Program. The college co-curricular program includes outstanding sports, camps, performing arts, visual arts and outdoor education programs, and a highly acclaimed instrumental music program.
The school has 93 equivalent full-time staff: 4 Principal class, 55 Teachers and 38 Education Support Staff.
NATURE OF POSITION:
Yarra Hills Secondary College organises its student management and administration on the basic structure of its two campuses, one of which is Year 7 - 10 and Year 11/12 VCE Vocational Major (VM) only and one which has Year 7-10 and Year 11/12 VCE and VCE/VM educational pathways.
The Head of Senior School is a Leading Teacher who reports directly to the College Principal and Campus Principals. The Head of Senior School is a member of the School Improvement Team (SIT) and is responsible for overseeing and supporting all of the student management, teaching and learning and administrative requirements for students and staff within the Senior School programs on both campuses, as well as providing significant leadership within the Mooroolbark Campus Management Team.
Head of Senior School has responsibility for leading and overseeing:
¿ The administration and student management of the Senior School in a way which reflects the school¿s vision, Strategic Plan and Annual Implementation Plan.
¿ The implementation of the Senior School curricula, assessment and reporting and student management arrangements necessary to support the College¿s Strategic Plan and Annual Implementation Plan in cooperation with the College School Improvement Team.
¿ The development of teachers¿ capacities in teaching and learning, especially in support of the College¿s Strategic Plan (this is an expectation of all Leading Teachers and Learning Specialists)
CORE ACCOUNTABILITIES
The Head of Senior School is responsible for the provision and support of all Senior School programs (VCE/VET/VM/HeadStart). This includes overseeing all student management in Senior School, liaison with and transition from Junior Schools at both campuses, student leadership and recognition of student achievement at senior level (Awards/Valedictory/Assemblies), as well as promotion of senior programs across the College and the wider community.
TASKS AND RESPONSIBILITIES
The Head of Senior School will undertake the following duties:
¿ Deputise for the Campus Principal as required (all Leading Teachers and Learning Specialists will undertake this role in a shared responsibility)
¿ Significant contribution to the School Improvement Team, and a strategic planning team, with responsibility for developing and supporting the vision, initiatives and implementation of programs within this portfolio. Specifically, these teams will be responsible and accountable for leading appropriate sections of the College¿s Strategic Plan and Annual Implementation Plan.
¿ Development of a Senior School 3-Year Plan and yearly action plan, to support delivery of the college Strategic Plan and Annual Implementation Plan.
¿ Contribute to the overall management of the College through involvement in college-wide decision-making.
¿ The development and implementation of strategies involving students and staff to promote excellence in teaching and learning, in particular at senior level.
¿ Support college educational outcomes through overseeing the successful and effective provision of all senior programs, including responsibility for oversight of VASS data entry and course blocking, in collaboration with the Campus Principal, Pathways staff, Operations Officer and Year 11 and 12 Coordinators.
¿ Support the Year 11 and 12 Coordinators with the management of all students within the Senior School (VCE, VET, VM, HeadStart). This includes ensuring staff consistently follow College policies and procedures.
¿ Directly oversee all higher-order discipline and management issues in the Senior School program at both campuses.
¿ Ensure that appropriate student related information is recorded and accessed on the College Compass data management system.
¿ Oversee the development and implementation of senior school initiatives, including ASPIRE.
¿ Oversee the implementation of Senior School specific programs such as Study Skills Days.
¿ Lead and attend college celebration events (such as Award Evenings, End of Year Celebrations and Valedictory Evenings).
¿ Ensure appropriate arrangements are in place for senior students and staff for Course Counselling and Parent/Student/Teacher conferences.
¿ Prepare and present Senior School Information Night, in collaboration with Director of Teaching and Learning and Pathways Leader.
¿ Directly oversee the college VASS requirements and provide support to the college VASS Administrator where required. Provide support for staff in VCAA Audits, Small School Partnerships and VASS Applications.
¿ Oversee Senior School student examination arrangements, Special Examination Arrangement applications and communication with VCAA and other governing bodies.
¿ Oversee implementation of senior student IEPs and ILPs, in conjunction with Support and Inclusion Leader and ES Support Staff.
¿ Facilitate Student Leadership structures and opportunities within the Senior School.
¿ Assist the Campus Assistant Principal in supporting the enrolment and re-enrolment of students into the Senior School and the provision of appropriate courses and classes.
¿ Support student wellbeing and integration in the Senior School, in conjunction with the Wellbeing Team, Support and Inclusion Leader, ES staff, and Year 11/12 Coordinators.
¿ In collaboration with the Head of Junior School, Campus Leader and Pathways Leader, facilitate the transition of students from both Junior School programs into the Senior School, including development of consistent documentation, processes and collation/presentation of information. This includes arrangements for liaison and visits to both campuses.
¿ Support the Career Action Plan processes and arrangements on campus in liaison with the Pathways Leader.
¿ Lead the processes, guidance and support of students wanting to undertake an unscored VCE.
¿ Engage with Network VCE Leaders to share and/or implement best practice across local schools.
¿ Provide support to the College and Campus Principals in the implementation of College Council policy and programs.
¿ Provide leadership, advice, support, counselling and supervision for staff in the implementation of college programs and lead/assist in professional learning activities.
¿ Facilitate an effective, safe and harassment free environment for students and staff.
¿ Encourage community involvement in school activities and the active participation of parents, teachers and students in appropriate decision-making forums.
¿ Undertake other duties or responsibilities as required by the College Principal.
Yarra Hills Secondary College Leadership Qualities
Leaders at Yarra Hills Secondary College are expected to:
¿ be highly flexible and creative
¿ be forward thinking and capable of vision sharing
¿ have a broad educational knowledge base and well-established educational beliefs
¿ be passionate about helping students and have a major focus on constantly improving student learning outcomes
¿ be committed to ongoing self-learning and continuous improvement
¿ have an ability to inspire/motivate
¿ have highly developed communication and collaboration skills
¿ be objective, sensitive, reflective & persistent
¿ be analysers, planners and decision-makers
¿ be facilitators, negotiators & resolvers of conflict
¿ be team builders able to give and receive trust
¿ have a strong sense of commitment to teams and to their integrity
¿ be committed to the optimum functioning of the principal team
¿ understand, articulate and build positive group dynamics
¿ be active listeners, able to receive and provide constructive feedback
¿ be focussed, efficient and committed to their roles
¿ be able to act as high level mentors and coaches to others
¿ be able to model exemplary teaching practices
¿ be able to build strong positive relationships with students, teachers, parents and other community members.
Selection Criteria
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 students and staff in a large sub-school program, such as that which exists in a senior school of a multi-campus college.
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
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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.