Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1537761
At Point Cook Senior Secondary College, our vision is that students are supported at their point of need to achieve academic and social success. At our core we value respect, effort and responsibility and prioritise the intersection of wellbeing, learning and engagement. These values guide our actions and decisions, ensuring that every student feels supported and inspired to succeed.
With a student body of over 750 learners, we pride ourselves on being a close-knit educational community, fostering meaningful connections and providing personalized support to each student. Our school structure comprises three year levels: Year 10, Year 11, and Year 12, where students are encouraged to explore their passions, develop critical thinking skills, and prepare for their future endeavours through an individualized pathway planning process.
Our dedicated team comprises 60 teaching staff and 34 education support staff who are committed to providing high-quality education and support services to our students. Together, they create a dynamic learning environment that encourages innovation, collaboration, and excellence.
Point Cook Senior Secondary College is situated in the vibrant suburb of Point Cook, nestled in Melbourne's west. Our geographic location offers students access to a diverse range of learning opportunities, including proximity to various industries, cultural institutions, and recreational facilities.
Point Cook is renowned for its multicultural community, enriching our school environment with a tapestry of languages, traditions, and perspectives. We celebrate this diversity, fostering a welcoming and inclusive atmosphere where every student feels valued and respected.
Our community reflects a spectrum of socioeconomic backgrounds, presenting both challenges and opportunities for our students. Through targeted support programs and partnerships with local organizations, we strive to address inequities and provide equal opportunities for all students to thrive.
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.
The Student Inclusion Leader leads the college¿s approach to inclusive education and the coordinated support of students with additional and diverse learning needs.
The role leads implementation of Disability Inclusion and strengthens the capability of teachers and leaders to provide effective reasonable adjustments, inclusive Tier 1 teaching and targeted Tier 2 and Tier 3 supports.
The Student Inclusion Leader works with the whole-school Learning Specialist and curriculum-based Instructional Leaders to ensure inclusive practice is embedded in curriculum planning, assessment and classroom instruction.
Disability Inclusion and individual planning
Lead the continued implementation of the Department¿s Disability Inclusion model.
Support school leadership to allocate Disability Inclusion funding to evidence-based adjustments and capacity-building activities.
Coordinate Disability Inclusion Profile processes and associated documentation.
Oversee Student Support Group processes and ensure agreed actions are implemented and monitored.
Oversee the development, quality and review of Individual Education Plans.
Ensure individual plans include meaningful, measurable and student-centred goals.
Coordinate communication between students, families, teachers, external professionals and relevant support staff.
Inclusive practice and teacher capability
Build teacher capability to plan for and teach students with diverse learning needs.
Lead the implementation of reasonable adjustments.
Work with instructional leaders to embed inclusive practice and Universal Design for Learning within curriculum, instruction and assessment.
Support teachers to differentiate learning and provide appropriate intervention, adjustment and extension.
Provide professional learning, coaching and advice on inclusive classroom practice.
Strengthen staff understanding of their responsibilities in relation to students with disability and additional learning needs.
Support the development of inclusive Tier 1 teaching across the college.
Targeted support, transition and data
Lead processes for identifying, supporting and monitoring students requiring targeted or intensive support.
Coordinate effective transition planning and information-sharing for students with additional needs.
Lead the development and evaluation of targeted programs for relevant student cohorts.
Analyse learning, engagement, attendance and wellbeing data for priority cohorts.
Work with Year Level Team Leaders, instructional leaders and wellbeing staff to coordinate multi-disciplinary responses.
Monitor the impact of adjustments, interventions and targeted programs.
Contribute to the development of the college¿s multi-tiered system of support.
Team and operational leadership
Lead and develop the inclusive education team.
Coordinate inclusive education staffing, timetables, caseloads and operational processes.
Establish clear responsibilities, communication processes and service expectations.
Ensure inclusion documentation, records and funding processes are accurate and current.
Monitor the use and impact of Disability Inclusion resources.
Oversee the Performance and Development process for a designated team of staff.
Manage allocated resources and budgets in alignment with strategic priorities.
Ensure current Department terminology and processes replace superseded Program for Students with Disabilities practices.
Whole-school contribution
Contribute inclusion expertise to college planning, curriculum development and student support processes.
Work collaboratively with Principal Class, the whole-school Learning Specialist, instructional leaders, Year Level Team Leaders, Careers and Pathways and wellbeing staff.
Advocate for the participation, achievement, wellbeing and voice of students with diverse learning needs.
Support the college to meet its obligations in relation to disability, inclusion, equal opportunity and child safety.
Participate in college policy development and decision-making through membership of the leadership team.
Maintain current knowledge of Child Safe Standards and all relevant child safety obligations.
Work to achieve the goals, targets and Key Improvement Strategies of the PCSSC School Strategic Plan and associated Annual Implementation Plans.
Model the college values of Respect, Effort and Responsibility.
Undertake other duties and responsibilities as determined 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
Applications must include:
1. A cover sheet providing contact information including home address, email and phone number
2. A CV with a summary of experience and qualifications
3. Address all the Specific Key Selection Criteria questions
4. The names, email addresses and contact details for three referees
Also ensure that your name is included in the header of all documents (cover letter, CV and key selection criteria responses) and that your personal profile information on School Jobs Vic is up to date.
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.