AddressThe community of Greenvale has long-awaited its own a secondary school and is eager for it to be a success story: the secondary school of choice for local familieS and a school of which all in the community can be proud. The future of education for Greenvale is now here and students will be prepared for, and encouraged to dream, believe, and achieve.
Our school opened in 2022 and is growing steadily, living up to this ambition. In 2025, the College has Year 7 - 10 student cohorts. We will add a year level every year following. In 2025, the College adds the Year 10 cohort and commences our program planning for senior secondary options to ensure all students have excellent opportunities and outcomes after their schooling.
At Greenvale Secondary College, we focus on supporting individual students wherever they are at in their learning and social development, to ensure our students can feel successful and challenged to be their best. We offer extension and enrichment, as well as interventions and dedicated support for students who need it.
We have created a learning environment that is built on high expectations for all, where all students can belong and feel connected to their education and community.
Our school vision, mission and values were developed in partnership with the community and are:
Vision:
We stay at the forefront of education to encourage the development of the whole student, providing them with the knowledge, skills and confidence to succeed and become lifelong learners who are generous, active and informed citizens.
Mission:
We¿re on a mission to provide the best education we can for our students by partnering with our community and fostering the natural care and passion our staff have to make a difference.
Values:
Excellence: We relentlessly pursue excellence and achieve our best
Leadership: We support and influence others to achieve more than they thought possible
Respect: We respect others for who they are and value their opinions
Teamwork: We work together to achieve our goals through trust and mutual support
Facilities
In 2025, the College opens our brand new facilities which have been under construction through out 2024.
- Administration and Learning Resource Centre building
- STEM building
- Learning Neighbourhood buildings (x2)
- Visual Arts Building
- Performing Arts and Physical Education building including large indoor multi-court
- 4 x hardcourts
- Sports oval
- Landscaped outdoor play and learning areas
- Staff carpark
- 2 x bike shelters
- Canteen
The College has a current student capacity of approximately 1100 students, however we will grow into the capacity steadily as we add each Year Level cohort.
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.
SC6 Demonstrated capacity and ability to contribute to the successful establishment of a new school by supporting the development of a proactive, positive and passionate school culture. whilst ensuring all students achieve excellence by demonstrating high levels of learner growth.
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.
Key Responsibilities
- To assist in the ongoing development, implementation, and review of a whole school professional learning plan in consultation with the Learning Specialists and Principal team.
- Co-lead and deliver the professional learning program and provide expert advice about the content, processes and strategies that will shape individual and whole school professional learning.
- Model exemplary classroom practice including through teaching demonstration lessons.
- Lead and model the implementation of whole-school improvement strategies related to curriculum planning and delivery including but not limited to: Literacy, Numeracy, Student Voice and Agency, eLearning, Curriculum Design and Assessment, and Learning Growth.
- Play a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration.
- Model effective learning practice and support teachers to seek, analyse and act on feedback.
- Provide evidence-based feedback to teaching staff to inform their effectiveness and development.
- Mentor and/or coach teachers, which may involve observing and providing feedback to teachers on their practice.
- Model exemplary use of student data to inform teaching approaches.
- Model exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.
- Coach individual and small groups of staff as required.
- Liaise with other members of the College LT to support the teacher performance and development review process.
- Other duties as determined by the Principal.
- Literacy Growth
- Lead the implementation of College wide literacy strategies both in the English Team and across all learning areas.
- Lead and model the use of developmental rubrics to ensure students take agency in learning.
- Provide advice to teaching and support staff in relation to students at risk
- Provide advice to teaching and support staff in relation to students who are acheiving above level and need extension.
- Support teachers to embed literacy within their regular teaching practices and curriculum documentation.
- Support other LS and AP to implement effective enhancement programs specifically around intervention and extension of students in literacy.
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 of Education and Training 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- This Learning Specialist role is tenured for 3 years and will be reviewed accordingly in alignment with the school strategic plan.
- Shortlisted applicants will be asked to complete a Facet 5 Personality Profile Survey for use by the Selection Panel.
- In 2025, the College has Year 7 - 10 student cohorts. We will add a year level every year following. In 2025, the College adds the Year 10 cohort.
- Until 2026 teachers will have a higher than normal curriculum development role. This curriculum is developed in detail, is shared and is collaborative in nature.
- As a College, we prioritise developing the skills of our staff and students, with observation, measurement, goal setting and improvement for all. We run a targeted coaching program and offer a leadership development pipeline for staff aspiring to school leadership and positions of responsibility.
- We offer flexible working arrangements to all staff including a working from home option.
- Applications should be constructed, and attached, as one PDF document.
- Applications (single document) should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.
- Applications should be saved as a PDF.
- 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
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.
