Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1539566
Mount Erin College is a high performing school located in Frankston South, on a beautiful 15-hectare bushland setting. Learning is our priority and the College is dedicated to the success of every child. Teaching staff are skilled and innovative professionals focused on teaching and learning. They work hard to support every student to reach their potential; and to build those critical personal attributes of motivation, confidence, self-belief and resilience. MEC prepares students for the challenges of a rapidly changing world building opportunities for collaborative work and problem solving while encouraging curiosity, independence and reflection.
MEC operates in a vertical House Structure where students (Year 7-12) and staff are allocated into one of the four houses where student engagement and wellbeing can be maximized so learning can be maximised. This structure fosters the development of strong relationships for the duration of a student¿s journey through the College. Involvement of parents in the learning journey and maintaining ongoing open lines of communication are priorities that the College encourages in order to provide the best support for our young people. SWPBS, based on the foundations of the Mount Erin College values of Respect, Responsibility and Resilience, underpins the College¿s student engagement philosophy and staff set high expectations for student behaviour.
Mount Erin College offers a wide range of programs to cater for diverse student interests and passions, including a comprehensive Sport program for high achieving athletes, Arts prgrams for students who are passionate about the performing and visual arts, and a rich and comprehensive range of subjects and electives across the middle and senior years. The College boasts a wide-ranging senior program, offering both VCE and VM as well as VET. Our students continue to achieve excellent VCE results and are able to take advantage of the many well-established partnerships with Universities that enable access to many exciting tertiary pathways.
The College has stunning infrastructure that provide state of the art facilities across a wide range of specialist areas including, Science, IT, Art, Design and Technology. The wonderful auditorium supports a thriving Performing Arts program. The architectural design has been informed by the latest in educational research on best practice in teaching and learning. Technology underpins the learning in all areas and the augmented sound system ensures our Deaf and Hard of Hearing students are well supported. A competition grade hockey field and new gymnasium with purpose-built classrooms providing exceptional facilities for our sporting precinct which supports the high-level sporting program in the College.
Mount Erin College provides individualised support for Deaf and hearing-impaired students in mainstream classes across all year levels. Staff in our Deaf Education Centre work closely with classroom teachers to provide an inclusive program for students across all year levels. We are the only government secondary school in the South Eastern region that provides support for these students by highly trained staff.
The College has established outstanding community links with the Village Baxter providing many enriching opportunities for our students in terms of community service and building pathways opportunities. The Student Agency and Leadership Team (SALT), our student leadership program, develops the leadership skills and builds the capacity of our young people to have a voice in their community. We value this highly as our vision of success for young people involves them being actively involved in understanding and shaping their communities.
Virtual Tours available on our College Website.
School size: 380 Principal: Ms Jenni Hodgins
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
House Leaders play an integral role in supporting the house structure and culture of the College. They are responsible for overseeing the academic and social/emotional progress of students within their house and for building connections between students and parents and the College. As a team, the House Leaders provide the direction for and implementation of student engagement and wellbeing policies and practices at the College, including VTLM 2.0 and PCMS.
Further information can be found on our College Website https://mounterin.vic.edu.au which includes the following:
The College requests that each applicant includes the following:
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.