Location Profile
Cheltenham Secondary College is well reflected in the statement: "Tradition and excellence in a caring, disciplined environment."
Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 coeducational college of approximately 750 students. The College motto is 'Health and Learning'. The College is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens to their community, Australia and the World. We provide balanced and relevant education in an encouraging and nurturing way.
VALUES AND ENVIRONMENT
The College's values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do from personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together), experiential learning and eLearning.
How do we define or display these values?
- Development of personal excellence and willingness to participate is encouraged and acknowledged.
- By maintaining traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure.
- As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.
- By fostering a sense of pride in self and a willingness to excel, which in turn encourages team spirit.
LOCATION AND ZONE
The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by public transport, including bus services and the Cheltenham, Southland and Moorabbin railway stations.
Enrolments also include a cohort of overseas fee-paying students, thus adding to the multicultural nature of the College. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation Index is reducing slightly.
STAFF
Cheltenham Secondary College has a dedicated staff who are committed to the best outcomes for students, who support the ethos of the College and are approachable and receptive. There is low turnover of staff.
CURRICULUM PATHWAYS
Students are grouped horizontally in year levels and are managed in two sub-schools: Middle (years 7, 8 and 9) and Senior (years 10, 11 and 12) Schools. The Year 12 pass rate is very high, and the vast majority of students go on to tertiary study.
The College provides a common and comprehensive program of cross and cocurricular activities to all students across all year levels. Each sub-school is led by a Director and three Coordinators.
As students move through the school, the opportunities available to sub-school curriculums are:
Middle School
Years 9:
- Students are provided with the common core curriculum but are also able to choose elective subjects in their chosen areas, leading to their final choices of a Senior School program that provides them with academic, vocational and traineeship post-secondary needs.
Senior School
Year 10:
- Students undertake work placement.
- Some students take up apprenticeships, traineeships or transfer to a senior campus college after year 10.
- Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
Years 11 and 12:
- Students have the option to continue their academic pathway through the VCE and VCE VM programs.
- Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
- A significant number of students study a Language other than English (LOTE) outside normal school hours with external providers.
ADDITIONAL STUDENT OPPORTUNITIES
- An extensive cocurricular activities program exists which allows students to develop their talents outside of the classroom.
- The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council and an invaluable peer support program.
- The Avenues, a sister school interstate exchange program which expands the opportunities for students and focuses on competitive and cooperative programs in sport, culture and the arts.
CHELTENHAM SECONDARY COLLEGE COMMUNITY
- Parents and Friends: The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees
- Local Council, Sporting Groups and other key broader community groups: City of Kingston, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.
Selection Criteria
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.
Role
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.
Responsibilities
The Learning Specialist ¿
STEAM - Product Design & Technology and Innovation will lead the development of teaching and learning that builds students¿ creativity, critical thinking, problem-solving and capacity to apply knowledge to real-world challenges. Through classroom practice and collaboration with colleagues, the Learning Specialist will help establish an evolving program connecting Science, Technology, Engineering, the Arts and Mathematics. The role will support a broad approach to design, making and innovation. Students will learn to understand problems, investigate possibilities, develop ideas, construct and test solutions, and use evidence and feedback to improve their work. The college will keep a small woodwork program as part of its provision, supporting practical skills and craftsmanship. The broader STEAM program will provide opportunities to work with different materials, digital technologies, robotics, and engineering concepts, selected based on the learning purpose and the problem being addressed.
Teaching and learning leadership The Learning Specialist will:
- Model highly effective classroom practice, making students¿ thinking, reasoning and learning visible.
- Demonstrate how explicit teaching of knowledge and practical skills supports increasingly independent design and problem-solving.
- Support implementation of the college¿s Instructional Model within STEAM and practical learning environments.
- Coach colleagues through co-planning, demonstration lessons, observation, feedback and reflection.
- Facilitate professional learning that builds teachers¿ confidence in delivering purposeful STEAM learning.
- Model inclusive approaches that provide appropriate support and extension.
Curriculum development and innovation Working with relevant Domain Leaders and teachers, the Learning Specialist will:
- Develop a coherent progression of STEAM knowledge, skills and learning experiences across Years 7¿10, with connections to senior pathways.
- Map learning and assessment to relevant Victorian Curriculum requirements.
- Establish a shared approach to identifying problems, researching, generating ideas, designing, prototyping, testing, evaluating and communicating solutions.
- Develop projects that connect subject knowledge and respond to authentic needs within the college, community or wider world.
- Build students¿ understanding of users, sustainability, ethical considerations, available resources and design constraints.
- Retain purposeful opportunities for timber skills while broadening students¿ experience of materials and manufacturing processes.
- Trial and evaluate new units, using evidence of student learning and feedback to guide further development.
The program will remain responsive to student interests, emerging technologies and partnerships, while maintaining clear learning intentions and a planned sequence of knowledge and skills.
Robotics, engineering and digital technologies The Learning Specialist will lead the program's educational development of robotics and engineering experiences.This will include:
- Integrating coding, mechanisms, structures, electronics, sensors and automation into appropriate learning sequences.
- Developing challenges that require students to apply scientific and mathematical understanding.
- Supporting purposeful use of tools such as CAD, 3D printing and CNC technology.
- Teaching students to test performance, interpret results, troubleshoot and refine their designs.
- Building staff expertise and identifying professional learning or external support where needed.
The role requires strong teaching expertise and the capacity to develop the program collaboratively; specialist technical knowledge can be strengthened through professional learning and partnerships.
Assessment and program evaluation The Learning Specialist will work with colleagues to:
- Develop assessments that capture subject knowledge, practical skills, reasoning, and the quality of students¿ design decisions.
- Assess the development and refinement of ideas alongside completed products.
- Use design journals, prototypes, explanations and demonstrations to understand individual learning within collaborative projects.
- Establish shared expectations and moderate student work.
- Use assessment evidence, participation patterns and student feedback to evaluate the program and identify improvements.
Primary school engagement and partnerships The Learning Specialist will develop sustained STEAM connections with local primary schools through:
- Collaborative planning with primary teachers.
- Age-appropriate workshops, challenge days and shared projects.
- Opportunities for secondary students to develop leadership skills through supported mentoring.
- Learning experiences that build younger students¿ curiosity, confidence and understanding of secondary school opportunities.
- Evaluate with participating teachers to improve the partnership's educational value.
The role will also explore partnerships with tertiary institutions, industry and community organisations to enrich learning and introduce students to possible pathways.
Resources and safe learning environments Working with college leadership, relevant staff and technical support, the Learning Specialist will:
- Advise on equipment and resource priorities based on curriculum needs.
- Contribute to a staged development plan within approved budgets.
- Model safe practical teaching and support consistent induction and supervision practices.
- Ensure proposed activities account for student accessibility, staff expertise, equipment requirements and relevant safety procedures.
- Promote child-safe, inclusive and respectful learning environments.
Who May Apply
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.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.