Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Greater Shepparton
Reference: 1537295
Our way of doing things at GSSC
The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.
Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school¿ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.
Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.
Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.
In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.
This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.
Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.
Our facilities
Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.
A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC¿s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.
Our people
They say it takes a village to raise a child and the same goes for our school community ¿ we simply could not do it without our talented, diverse and passionate teaching and education support staff.
Whether its in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.
Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.
Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.
The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.
Our community
GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.
GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.
Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.
Our history
GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Sheppartons education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.
GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.
Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2022 bringing students from all four campuses onto the one site.
Demonstrated knowledge and experience in leading student behaviour support frameworks, including SWPBS and Restorative Practices, with a proven ability to establish consistent expectations, respond effectively to behavioural concerns, support staff implementation of positive behaviour strategies, and contribute to a calm, orderly and inclusive school environment that maximises student learning outcomes.
Highly developed interpersonal and communication skills, with the ability to establish positive and productive relationships with students and families, facilitate challenging conversations, and proactively engage parents/carers as partners in supporting student wellbeing, attendance and learning.
Demonstrated ability to use attendance, engagement and wellbeing data to identify trends, implement targeted interventions, monitor progress and support at-risk students to improve attendance, participation and school connectedness
Demonstrated capacity to develop a positive and inclusive House culture that promotes student connectedness, belonging, engagement and school pride. Proven ability to empower student voice through meaningful consultation and participation, support the development of student leaders, and create opportunities for students to contribute to decision-making, lead initiatives
Leading Teachers hold senior positions within the College and are members of the broader College Leadership Team. Together with the Principal Class, Leading Teachers share responsibility for whole school improvement and effectiveness and for implementation of the schools Vision, Values and Mission.
Leading Teachers take a pro-active role alongside the Principal Team to ensure the implementation of the School Strategic Plan and Annual Implementation Plan. They will be involved in the development, implementation and review of policies, programs and processes to improve student outcomes for all students.
Leading Teachers take responsibility for improving the skill, knowledge and performance of the teaching workforce and manage a significant area or function within the College.
GENERAL RESPONSIBILITIES
Create a positive culture of belonging, care, high expectations and learning within your House and Sub-School
Work with the Principal team to provide leadership and modelling of college values across the College
Attend and actively contribute to Leadership and all other relevant College meetings and events
Provide overall leadership and coordination for the development, implementation, and evaluation of House activities and a culture of Neighbourhood identity
Majority of the teaching role will occur in the Neighbourhood
Where appropriate assist teachers, LSAs & ES support and student management advice
Support and encourage Home Group staff to share ideas, strategies and resources and to develop appropriate programs for their Home Groups
Conduct performance reviews of a number of staff
Communicate effectively with families, including managing difficult conversations and resolving concerns in a timely, respectful and solutions-focused manner
The House Leader will:
General:
Welcome and support new staff and students into the House
Participate in Learning Walks with Sub-School Principal to monitor consistent implementation of agreed College wide processes such as the Instructional Model, SWPBS and Pathways Monitoring Program
Liaise with the Sub-School Assistant Principal 7-9 and other House Leaders in the Neighbourhood to ensure that the Sub-School has a team approach
While having a focus on 7-9, support the development of the House system 7-12 in their House and ensure that all processes are in alignment with the other Houses
Actively initiate and support student leadership across the House
Actively initiate and support whole-school House activities
Actively initiate, support and develop activities within their House
Analyse data sets provided to House Leaders to build a picture of individual students, Home Groups & the House
Supervise and facilitate the Internal Suspension Room and lunchtime detentions
Assist the Sub School Assistant Principal with the transition processes
Nominate, identify and support students within the house for scholarships applications
Nominate students for college awards
SWPBS/Restorative Practices:
Ensure SWPBS and restorative practices are implemented with fidelity in the House
Support staff to explicitly teach the expected behaviours and provide positive feedback and acknowledgements
Support staff to implement the College¿s Response to Behaviour Process using the SWPBS matrices, classroom management flow charts and restorative conversations
Attendance:
With the support of the Sub School Assistant Principal, implement the College Attendance Strategy within their House
Raise concerns for students with chronic absenteeism to be case managed as part of the College¿s case management processes
Actively support wandering students to re-engage in the classroom
Case Management:
Convene SSG meetings with students & parents around progress concerns
Ensure the consistent implementation of a Multi-Tiered System of Supports (MTSS), including the identification of students requiring Tier 2 and Tier 3 interventions, the coordination of appropriate supports, and the monitoring of their impact on student outcomes
Case manage priority cohorts and other students as directed by the Sub School Assistant Principal including coordinating relevant supports for each student (including wellbeing, KEs, MLOs and Careers)
Lead the creation of IEP¿s, BSP¿s and Safety Plans when identified as the Key Contact as per the IEP Policy and communicate to key staff in a timely manner
Respond to major incidents as required
Support the End-to-End process as a part of the Disability & Inclusion processes
Convene House Meetings with Home Group Teachers and relevant staff
Professional Learning & Meetings:
Attend Sub-School 7-9 meetings
Attend Neighbourhood meetings including the weekly Neighbourhood Leadership Meeting
Convene House Meetings of Home Group teachers as required
Integrate KE¿s, MLOs, Wellbeing and Careers support into Student Support Group Meetings where possible/required
Build Home Group teachers capability with a view to succession planning
Support staff by modelling and coaching positive classroom strategies
Communication:
Communicate proactively with families each term, providing a positive welcome, key updates, and reinforcing college expectations
Inform staff of the individual and broad actions taken in response to Chronicle entries
Hold regular House assemblies
Support and promote co-curricular activities in the Sub-School
Maximise opportunities for student voice and agency
Provide regular updates on House progress to the Sub-School Assistant Principal
Time Allowance is set at 7 sessions a week, however this may change as the needs of the College change
Other duties as directed by the Principal.
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
Please note this is a 2 year tenured position
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.