Location Profile
Box Hill Senior Secondary College (Years 9-12) is a co-educational Senior Secondary College located in Mont Albert North. The school has a long-established reputation of providing a rich and diverse educational program to students across the Inner East of Melbourne. The school offers a full selection of VCE subjects, Vocational VCE, VETis and Industry based learning courses, School based apprenticeships and specialist Sport Academy opportunities to support and provide a framework for students to follow their chosen educational and extra-curricular pathways. Currently the College is going through a significant period of change, improved performance and new directions, so we are looking to build upon our teaching and learning program, to better suit the needs of students.
Box Hill Senior Secondary College seeks to provide a high-quality education to all students through the guiding principles of equity for all, personalised and inclusive learning, authentic and real work that matters to students and creative and collaborative design as positive and successful community members.
We recognise that all teachers will work to address inequity so that all of our students reach their full potential. Teachers recognise the value of having students from diverse and different backgrounds who work together and are provided with a range of approaches to accommodate the academic needs of our students. In doing so, we are aspirational and future thinking.
We expect that all teachers practice a learner-centred and inclusive approach that supports and challenges each student. Students pursue their passions through inquiry learning projects and pathways courses and programs where they grow their individual knowledge and skill. We recognise that identity development and personal growth are important areas of need within our school community. We focus on developing relationships of trust, care for others and mutual respect among students and adults through collaborative program design elements such as student collaborative work (student agency), leadership development (student voice), positive mindset and Advocacy.
We develop student centred learning projects and activities that integrate multiple types of learning opportunities, using inquiry across disciplines where possible. This leads to the creation of meaningful and challenging learning opportunities for every student. Students are engaged in the work that matters to them, to their teachers and to the world outside of school. Students connect their learning to the world through fieldwork, community service, applied learning, specialist vocational programs and consultation with community experts. Our school is a collaborative workspace, supported by relevant technology, curriculum and learning opportunities where critical thinking and student learning artefacts are created and displayed.
Box Hill Senior Secondary College teachers work collaboratively and creatively to design relevant curriculum, engage in on-going professional development, while seeking student experience and voice in the development of these areas. With students as valued design partners, staff function as reflective practitioners, creating an equitable teaching and learning culture where high quality curriculum and authentic assessment occur. We all share in the learning journey!
Selection Criteria
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.
Role
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.
Responsibilities
Duties and Responsibilities:
- Provide educational leadership in the development, co-ordination and implementation of the College curriculum and student management practices that embrace and meet DET, VCAA and College policies
- To be fully informed about current trends, best practice and developments in education and student management strategies and supports, and to make a significant contribution to the policy development and implementation relating to teaching and learning and student learning needs across the College
- Responsibility for management of the whole school or year levels camps to build the social and emotional skills, student leadership and resilience of students across the College
- Responsibility for the management of transition and orientation into the school and from year level to year level, to maximise student engagement and retention of students between Years 9-10.
- Management of student transition for accelerated learning pathways, in consultation with the Assistant Principal
- Management of course counselling across the College, in consultation with the Careers and Pathways Manager, the Assistant Principal (Applied Learning & Pathways) and all staff at BHSSC
- The development of an explicit student leadership program across the College (Years 9-10)
- Responsibility for review and implementation of the Student Code of Conduct
- Management of school student discipline procedures, in consultation with Year Level Leaders and Principal class
- Liaise with the College Social Worker, Wellbeing and Engagement Leader, Mental Health Practitioner, Student Services Team and Principal class regarding SSG¿s and PSD students, including the development of support plans for students identified as being ¿at risk¿
- Responsibility for managing and communicating student referrals, with the Student Services Team, to external organisations
- Management and monitoring of student attendance, in consultation with GEM Mentor teachers and staff overall
- Responsibility for overseeing and tracking of student progress, including management of students out of Sports Academy sessions, if academic progress is unacceptable. This will be done in consultation with the Sports Academy Leader.
- Management of proof reading of reports, in consultation with Advocate/Mentor teachers, subject teachers and Year Level Leaders
- Liaise with parents and carers regarding student management and discipline issues
- Contribute to College Information evenings
- Organise an annual schedule of Assemblies for the whole school and respective Year Levels to acknowledge academic progress and achievement, and to actively build student knowledge and social capital for all students to build a more positive learning community
- Organise with the Assistant Principal¿s and TLA¿s regarding the VCE assessment schedule for SAC¿s, expectations regarding moderation, make-up exams/assessments and subject focused improvement plans, particularly at VCE
- Contribute to international program visits, global exchanges and enrolment interviews where required
- Management of student exam periods for the whole school, in consultation with the Daily Operations Leader, relevant Year Level Leaders and Principal Class
- Work collaboratively with the Student Wellbeing and Engagement Leader to build student connectedness, voice and agency through promotion of school values in a variety of events and activities that grow and improve student resilience, confidence and engagement in their learning
- Work closely with the Assistant Principal, TLA¿s, Year and all teaching staff in establishing high quality curriculum delivery, improved student performance outcomes and documented assessment guidelines and schedules
- Lead the development of improved VCE policy understanding, teacher accountabilities, examination timetables, special provision and exam arrangements
- Liaise with students, parents, relevant staff and the Assistant Principal in regards to subject changes and choices
- Liaise with VASS Support Officer to ensure that all requirements are met for Senior School programs and requirements
- Liaise with VCAA and other bodies related to the provision of Senior programs such as VCE, VCAL, VETiS and Head Start
- Develop and manage a Sub-School budget, to ensure that student progress, achievement, voice, agency and engagement are recognised and built on over time each year
Staff Management and Development
- Responsible for effective leadership and management of all students (Years 9-10) and undertake negotiated responsibilities as an active member of the school¿s Leadership team
- Convene regular Staff meetings to ensure consistent understanding of academic expectations, student management, student leadership and a positive student-centred learning culture are understood by all staff and students
- Liaise with Principal class members, Daily Operations Manager, Student Wellbeing and Engagement Leader and Gem Mentor staff to ensure that consistent approaches to transition into and across the school occur
- Lead all teaching staff across Years 9-10, to ensure that consistent classroom management strategies, adherence to school and DET policies and high quality teaching practice occurs, to achieve outstanding learning outcomes, while building student resilience, engagement, agency and voice in every classroom
- Support and model the development of strategies to improve differentiated curriculum instruction which caters for the needs of all students, in line with the College teaching and learning model
- Lead Advocate/Mentor teachers, in consultation with the Student Engagement and Wellbeing Leader and staff, in establishing a rigorous and student centred mentor program to build student capacity, resilience and promote a positive learning culture and community across the College
- Oversee the development of Student Handbooks and the on-going use of the College Student Diary, as an essential planning tool and strategy to improve overall student academic outcomes
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.
EEO AND OHS Commitment
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]
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
ADDITIONAL INFORMATION required:
· VIT registration number
· DET Employee ID number (if a DET employee)
· The names of three (3) professional referees including mobile phone numbers and email addresses
LT Student Learning Leader Years 9 and 10 Job Description
The Years 9 and 10 Student Learning Leader plays an integral role in building a high quality academic culture at BHSSC, that is student focused and supports the differentiated learning needs of all students at Years 9-10. As a key member of the College Leadership team, the Student Learning Leader, leads to performance improvement of a range of critical areas across the school including overall academic performance, retention rates at Years 9-10, attendance, student voice, agency and leadership, camps, excursions and applied learning opportunities which provide all students with the opportunity to learn and develop as productive members of the BHSSC learning community. The Student Learning Leader will also actively support the development of an ¿improved performance and instructional coaching culture¿, which will be led by all members of the College Leadership team. Duties and Responsibilities:
- Provide educational leadership in the development, co-ordination and implementation of the College curriculum and student management practices that embrace and meet DET, VCAA and College policies
- To be fully informed about current trends, best practice and developments in education and student management strategies and supports, and to make a significant contribution to the policy development and implementation relating to teaching and learning and student learning needs across the College
- Responsibility for management of the whole school or year levels camps to build the social and emotional skills, student leadership and resilience of students across the College
- Responsibility for the management of transition and orientation into the school and from year level to year level, to maximise student engagement and retention of students between Years 9-10.
- Management of student transition for accelerated learning pathways, in consultation with the Assistant Principal
- Management of course counselling across the College, in consultation with the Careers and Pathways Manager, the Assistant Principal (Applied Learning & Pathways) and all staff at BHSSC
- The development of an explicit student leadership program across the College (Years 9-10)
- Responsibility for review and implementation of the Student Code of Conduct
- Management of school student discipline procedures, in consultation with Year Level Leaders and Principal class
- Liaise with the College Social Worker, Wellbeing and Engagement Leader, Mental Health Practitioner, Student Services Team and Principal class regarding SSG¿s and PSD students, including the development of support plans for students identified as being ¿at risk¿
- Responsibility for managing and communicating student referrals, with the Student Services Team, to external organisations
- Management and monitoring of student attendance, in consultation with GEM Mentor teachers and staff overall
- Responsibility for overseeing and tracking of student progress, including management of students out of Sports Academy sessions, if academic progress is unacceptable. This will be done in consultation with the Sports Academy Leader.
- Management of proof reading of reports, in consultation with Advocate/Mentor teachers, subject teachers and Year Level Leaders
- Liaise with parents and carers regarding student management and discipline issues
- Contribute to College Information evenings
- Organise an annual schedule of Assemblies for the whole school and respective Year Levels to acknowledge academic progress and achievement, and to actively build student knowledge and social capital for all students to build a more positive learning community
- Organise with the Assistant Principal¿s and TLA¿s regarding the VCE assessment schedule for SAC¿s, expectations regarding moderation, make-up exams/assessments and subject focused improvement plans, particularly at VCE
- Contribute to international program visits, global exchanges and enrolment interviews where required
- Management of student exam periods for the whole school, in consultation with the Daily Operations Leader, relevant Year Level Leaders and Principal Class
- Work collaboratively with the Student Wellbeing and Engagement Leader to build student connectedness, voice and agency through promotion of school values in a variety of events and activities that grow and improve student resilience, confidence and engagement in their learning
- Work closely with the Assistant Principal, TLA¿s, Year and all teaching staff in establishing high quality curriculum delivery, improved student performance outcomes and documented assessment guidelines and schedules
- Lead the development of improved VCE policy understanding, teacher accountabilities, examination timetables, special provision and exam arrangements
- Liaise with students, parents, relevant staff and the Assistant Principal in regards to subject changes and choices
- Liaise with VASS Support Officer to ensure that all requirements are met for Senior School programs and requirements
- Liaise with VCAA and other bodies related to the provision of Senior programs such as VCE, VCAL, VETiS and Head Start
- Develop and manage a Sub-School budget, to ensure that student progress, achievement, voice, agency and engagement are recognised and built on over time each year
Staff Management and Development
- Responsible for effective leadership and management of all students (Years 9-10) and undertake negotiated responsibilities as an active member of the school¿s Leadership team
- Convene regular Staff meetings to ensure consistent understanding of academic expectations, student management, student leadership and a positive student-centred learning culture are understood by all staff and students
- Liaise with Principal class members, Daily Operations Manager, Student Wellbeing and Engagement Leader and Gem Mentor staff to ensure that consistent approaches to transition into and across the school occur
- Lead all teaching staff across Years 9-10, to ensure that consistent classroom management strategies, adherence to school and DET policies and high quality teaching practice occurs, to achieve outstanding learning outcomes, while building student resilience, engagement, agency and voice in every classroom
- Support and model the development of strategies to improve differentiated curriculum instruction which caters for the needs of all students, in line with the College teaching and learning model
- Lead Advocate/Mentor teachers, in consultation with the Student Engagement and Wellbeing Leader and staff, in establishing a rigorous and student centred mentor program to build student capacity, resilience and promote a positive learning culture and community across the College
- Oversee the development of Student Handbooks and the on-going use of the College Student Diary, as an essential planning tool and strategy to improve overall student academic outcomes
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
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.