Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Melbourne - Northern suburbs
Reference: 1497122
Hume Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1200 students and growing. Our vision to develop and nurture the social, emotional and academic growth of all students in order that they become resilient, life-long learners equipped with the skills, qualifications and personal attributes for success in and beyond school.The College has three state-of-the- art campuses: two Year 7-9 Campuses located at Blair Street and Dimboola Road and a Year 10-12 Campus on the south west corner of Broadmeadows Town Park. The Blair Street Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia. The academic success of our students is ensured through a guaranteed and viable Year 7-12 curriculum combined with dedicated teachers and support staff who are committed to provide for the learning needs of all of our students.
Hume Central Secondary College is vibrant school community with an outstanding school climate and a positive culture where staff are valued and numerous structures support strong collaboration . School climate data from the annual staff opinion survey shows that positive endorsement is consistently above similar schools, network and state, with significant strengths in the areas of:
Our strategic intent incorporates a focus on maintaining student engagement in learning so that students are able to complete their secondary education and make the transition to a meaningful and sustainable post school destination. Excellent results in VCE ensure that over 97% of our students secure a tertiary placement in either University or TAFE. Our VCAL program provides students with the opportunity to engage in applied learning whilst completing vocational qualifications and gaining vital industry experience. Students in Years 10-12 are able to incorporate a range of VET programs into their senior secondary learning program.
An important focus of our College is to support our students to learn effectively and to develop positive attitudes and behaviours. This can only be achieved when our students, parents and teachers work together in partnership. We endeavour to provide a learning environment that will nurture personal development and establish a strong connectedness to school. All staff and College Council members share a high regard for the trust which parents/guardians place in us and the College is conscious of the need for regular and accurate communication with parents. Student data is regularly updated and shared with families via the Compass Portal. Working together as a learning community is essential to maximise student outcomes and prepare students for successful pathways and lives in the future. The Careers and Pathways team is a central component of supporting our students to achieve success at school and beyond. Our curriculum and wellbeing programs promote academic rigor and achievement whilst providing structure and care to support our students and their families to achieve rewarding personal and academic outcomes.
Hume Central Secondary College is a vibrant learning Community. We invite you to visit our website for more information and/or our learning communities during or after school hours.
For further information please contact Sonia Bedggood on 03 3066 3600.
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.
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 OVERVIEW:
The Teaching and Learning Specialist will build excellence in teaching and learning by leading professional learning and the implementation of programs designed to enhance pedagogical practice and improve student outcomes. Drawing on their deep pedagogical knowledge and expertise, Teaching and Learning Specialists will model lessons and strategies to promote reflective teaching practice, continuous learning and shared responsibility for student outcomes. Teaching and Learning Specialists will also work in collaboration with Learning Leaders to lead evidence-based inquiry and develop curriculum that is innovative and responds to a wide-range of student learning needs.
The Teaching and Learning Specialist (Pedagogy) will:
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:
COLLEGE VISION
At Hume Central Secondary College we aim high and strive to discover our unique talents, to chase our dreams and create a successful future.
HUME CENTRAL SECONDARY COLLEGE IS A CHILD SAFE SCHOOL
Hume Central Secondary College College holds the care, safety and wellbeing of its students to be at the core of all we do. The College is committed to ensuring that all staff of the College act in a manner that promotes the inherent dignity of each of our young people and their fundamental right to be respected and nurtured in a safe school environment. This commitment includes regular and appropriate learning opportunities in relation to child safety and young people¿s protection and wellbeing. We also commit to listening to, and taking seriously, all concerns voiced by students, staff, parents and caregivers, volunteers and contractors. We commit to continuously reviewing and improving our systems to protect children from abuse.
LEADERSHIP STATEMENT
Hume Central Secondary College recognises the need for a strong and supportive leadership team committed to the College vision and able to develop and implement the School Strategic Plan (SSP) and Annual Implementation Plan (AIP) targets to meet set goals. Leading Teacher positions may be linked to the work of a particular AIP area, there is an expectation that all College priorities are reflected in the daily practice of all Leading Teachers.
LEAD TEACHERS
Lead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. Inside and outside the school they initiate and lead activities that focus on improving educational opportunities for all students. They establish inclusive learning environments, meeting the needs of students from different linguistic, cultural, religious and socio-economic backgrounds. They continue to seek ways to improve their own practice and to share their experience with colleagues.
They are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional engagement in others. They promote creative, innovative thinking among colleagues. They apply skills and in-depth knowledge and understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre-service teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve their own professional practice.
They lead processes to improve student performance by evaluating and revising programs, analysing student assessment data and taking account of feedback from parents/guardians. This is combined with a synthesis of current research on effective teaching and learning. They represent the school and the teaching profession in the community.
https://www.aitsl.edu.au/tools-resources/resource/standards-at-the-lead-teacher-level
It is expected that Leading Teachers at the College will fulfill the following responsibilities:
College Wide
Campus Based
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 should include:
A specific response to all of the key selection criteria and position details.
Application Pro forma:
a. The pro forma is a cover sheet providing the name of the applicant and record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position.
b. A CV with a summary of experience and qualifications.
c. The names, contact and email details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
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.