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Form of workAlkira Secondary College is designed and built for our growing community. Established in 2009, Alkira is one of the first Public Private Partnership schools under the Partnerships Victoria in Schools model. Our award winning facilities are modern, agile and built for pedagogical purpose. We have grown to approximately 1600 students and have emerged as an active member of the Casey Central network of schools.
The school vision “to secure the entitlements of every student” reflects our responsibility to establish a place in our community, providing personalised learning in a happy learning environment while supporting our shared values of respect, integrity, care and excellence.
Our students have access to a wide range of academic, social and leadership programs including Alkira Sports Academy, Alkira Masterclass and an Alkira Creative Arts Program Our school promotes global understandings and participates in the Victorian Young Leaders to China and India Program. We are a Confucius Classroom school in partnership with Melbourne University Confucius Institute.
Alkira encourages partnerships in teaching and learning, working extensively with our local RSL, Vietnam Veterans Association, SEJFL AFL, Elevate education, Edrolo, Education Perfect and Courage to Care to support wider educational programs and experiences for our students.
A SWIS (schools within school) model was implemented to strengthen the notion of personalised learning and understanding and building positive relationships
Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students.. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub school support team continues to plan for student improvement.
Our positive climate for learning encourages Student Engagement and wellbeing by ensuring inclusion and establishing a team around the learner. Our school is looking to implement Respectful Relationships and SWPBS across the school during the life of our Strategic Plan 2022-2024.
We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students ‘bring their own device’ (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.
Our dynamic curriculum and teaching and learning programs are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.
An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non negotiables.
Our teachers are expected to contribute to wider non curricula programs and support and celebrate our student’s achievements. We run a system of providing course work support and extra learning opportunities outside our regular timetable.
Our agreed behaviour management processes support a student’s right to a safe and secure learning environment, and a teacher’s right to direct and establish such an environment. The program is very successful as it focuses on students’ work and provides an opportunity for reflection and involves a restorative process.
Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCAL or VCE and supplement their programs with a VET program in their chosen vocational area. The College opened a Hospitality centre in 2017 as part of the Cranbourne Regional Trade Training Centre.
We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programs.
Alkira…a great place to work.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
SC6 Demonstrate an ability to lead and implement a program for disengaged students
This role is designed to support the key priorities of achievement, engagement and wellbeing at Alkira SC and falls in line with our belief that `we exist to secure the entitlements of every child.¿
The primary role of the Student Engagement Program POR is to lead the work of the two internal Engagement Programs and leading the staff employed specifically within the program. They are responsible for ensuring that student outcomes meet the concepts of engagement and re-engagement and ultimately ensure that students in the program are attending school regularly and are connected ¿ so that they may achieve personal change and positive educational outcomes.
The Student Engagement Program POR would work collaboratively with the Wellbeing Assistant Principal and other members of the Wellbeing Team/PCL Team.
The Student Engagement Program POR will also be the primary teacher in the program
Classroom teacher time fraction 0.6
Student Engagement Program POR 0.4 to lead, teach and coordinate the program
The Student Engagement Program POR would embody key symbolic and human leadership characteristics that would see them:
- getting to know the young person(s) involved in the program and taking an interest in their life and learning
- demonstrate the capability of demonstrating warmth, empathy and genuine care for the student(s)
- identifying any challenges that the student(s) may be facing and developing strategies that could assist in addressing these challenges
- acting as a role model and guide for the student(s)
- advocating for the student(s), for example - ensuring that other teaching staff are made aware of their learning needs, interests, passions, or strengths or struggles
Key roles and actions
The Student Engagement Program POR would lead and be accountable for:
· Actively promoting the college purpose and values
· Lead-create a climate of co-operation, teamwork and support between all members of the Engagement Programs
· Be an advocate for positive classroom practices, and interaction with students, teachers and parents
· Promote the Engagement Programs within the college
· Lead and support the selection process of students within each of the streams, which also includes all correspondence about these programs to members of the college community
· Lead the promotion of celebrating successors of the program to the school community (inclusive of parents) and the broader community
· Provide ongoing support of student(s) who have been involved in the programs in the past
· Lead and direct the work of the Behaviour Management Education Support staff member
· Hold regular conversations and meetings with key wellbeing staff
· Lead the logistical requirements of the program ¿ things such as rooming, excursions/events, staffing, ordering of materials etc
· Be responsible for overseeing the Student Engagement Program annual budget
· Leading the team planning of the curriculum for both Engagement Programs including the coordination of regular planning time
· Supporting the student at risk process that is run by the House SSL¿s
· Ensuring that students involved in the Engagement Programs are involved actively in de-escalation strategies, engagement strategies and other key tools that engage them in schooling.
· Conduct parent meetings where necessary with required staff
· Assist the Sub-School Leader(s) in the roll out and promotion of appropriate student management / wellbeing strategies
· Support processes which promote student adherence to the student code of conduct, values and policies
· Undertake other duties related to this role as developed in conjunction with the AP Wellbeing
This Position of responsibility is be reviewed annually.
The role of Classroom Teacher may include but is not limited to:
- Direct teaching of groups of students and individual students;
- Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
- Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
- Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
- Undertaking other non-teaching supervisory duties.
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
Please ensure that your application includes:
- a resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- a section addressing the selection criteria and the requirements for application under the Who May Apply section
- names and contact numbers (telephone and email if possible) of two referees
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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.
