Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Classroom teacher
Location: Hume - Mitchell
Reference: 1484652
Broadford Secondary College is a co-educational Secondary College located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford and Kilmore Primary schools as well as other primary schools including Wandong, Pyalong, Tallarook and Willowmavin.
Broadford Secondary College vision is: to give every person, every opportunity, every day. YAAWINBU YANANINON "Enjoy Your Journey". The values our college community embraces are: Respect, Responsibility, Organisation, Persistence and Excellence.
In 2022 the school's enrolment is 780 students, divided into two sub-schools: a Junior School comprising 6 classes of Year 7 students, 6 classes of Year 8 students and 6 classes of year 9 students; and a Senior School comprising of 5 classes of Years 10 students, 5 classes of Year 11 students and 4 classes of Year 12 students including VCAL.
The College offers a wide range of subjects at VCE and has an established VCAL program at Foundation, Intermediate and Senior Levels. There are opportunities for students to be offered access to VCE subjects in Year 10. VET courses offered on site include Building and Construction and Business Administration. The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting is in partnership with VRQA-registered Central Ranges Local Learning and Employment Network (CRLLEN) which enrols students in the VET course Active Volunteering and offers literacy and numeracy units of learning. Other courses are delivered at TAFE Colleges which are accessible by train. The school is also a member of the Central Ranges Trade Training Centre (CRTTC) which gives students access to outstanding facilities for Automotive and Engineering VET studies.
The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.
The College Student Family Occupation and Education (SFOE) index is: 0.4843, the staffing profile is made up of 1 Principal, 3 Assistant Principals, 5 Leading Teachers, 3 Learning Specialists, 53 teachers (45 EFT), 23 Educational Support Staff (19.08EFT), a Business Manager and a maintenance person.
General Teachers
Broadford Secondary College has developed consistent teaching practices with high expectations for staff and students centred around our school values 'Respect, Responsibility, Organisation, Persistence and Excellence' and our school motto of 'aspire, strive, achieve'. The BSC staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists 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
AS A MEMBER OF THE BSC LEADERSHIP TEAM A LEARNING SPECIALIST WILL HAVE THE
FOLLOWING SKILLS.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.
Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons, and mentoring
and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
POSITION RESPONSIBILITIES
In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the Learning Specialist may include but are not limited to:
Specific Duties:
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.