Director of VCE and Pathways

Nossal High School is committed to being an innovative, inclusive, and dynamic educational environment. We challenge ourselves to be creative and critical thinkers with good communication skills and the resilience necessary to succeed in an ever-changing world. We build skills, self-confidence, leadership abilities and community spirit through a rigorous, rich, and varied curricular and co-curricular program. We want our graduates to be ambitious, ethical, and responsible citizens who conduct themselves with humility and compassion.

Nossal High School Values
Nossal is a school that:
¿    Leads and develops leadership
¿    Creates and cultivates creativity
¿    Is respectful and fosters respectful citizenship
¿    Inspires and seeks inspiration
¿    Is ethical and develops ethical behaviours
¿    Pursues excellence and celebrates individual progress
¿    Develops resilience and independence and nurtures wellbeing
¿    Encourages a strong work ethic with an emphasis on personal growth  

The Nossal High School logo consists of two books (representing academic study), forming a butterfly (emerging from a chrysalis), taking flight (signifying the future), and showing a link to the past (the school is built on the old Casey Airfield).

The Nossal High School Motto - ¿Embrace the Challenge¿

This was the original statement presented to the foundation cohort on their introduction to their new school. It is a phrase that instils the hope and high expectations we have for Nossal students to grow in intellectual, social, physical and leadership pursuits. They have been thrown the challenge to succeed in a global world and we want them to embrace it. 
¿    To embrace: to hold closely, to accept with eagerness.
¿    To challenge: a call to demonstrate one¿s strength or ability. (Oxford, 2010)

Nossal High School was established in 2010 as the first co-educational fully academically selective Government school in Victoria. Along with the only other three academically selective schools, Melbourne High School, The Mac. Robertson Girls High School and Suzanne Cory High School, it forms the Victorian Select Entry Network of schools. Located in the urban growth corridor on the grounds of Federation University Berwick campus, the school draws enrolments from right across the Melbourne metropolitan area and into regional areas and offers programs for students in Years 9 - 12 only. Entry is competitive and via a common entry exam administered through VCAA and an independent testing company. Students in Year 8 or equivalent can apply to sit the exam for entry into Year 9 for the following year and can preference up to three of the schools. Enrolments are capped at 208 per year level for a school total of 832. Retention rates are very high with very few students leaving the school prior to year 12 completion and nearly all students exit to university. The 208 students offered places for Year 9 annually come from between 60 and 98 different schools; generally, around 50% from the non-government sector and a roughly 50:50 gender mix. Some students travel long distances to attend (ie. Craigieburn, Deer Park, Mernda, Traralgon etc.) and some families will move to the area once their child has secured a place at Nossal. A 4% cap on enrolments from anyone "feeder" school is applied across the 4 selective schools to limit the impact on individual schools.  The cap is raised to 10% in the case of P-9 schools. 10% equity quota is applied, and testing fees are waived to encourage students from low SES families and ATSI to apply. 5% (10 students) annually are selected under the "Principal's Discretionary" category from the applicants who have sat the exam, and they are invited to submit an additional written application and attend an interview prior to selection.  

On most comparative performance measures Nossal achieves very good results, and "traditional" improvement measures are more nuanced and incremental, requiring contextual understanding.  Challenging and longer-term approaches to achieve cultural rather than transformative change is often required to enable such improvement.
The school leadership team has always sought to challenge the school community and has set broad, big picture goals relating to curriculum and pedagogy; assessment; student voice; ICT; school culture and ethos. The school undertook a self-Evaluation in late 2022 and developed a new Strategic Plan early in 2023 following an "Influencing" review process.
Nossal students (and their parents) are highly motivated, highly aspirational, and very committed to their academic education and VCE results and nearly all aspire to university entry.

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.

SC6     Demonstrable ability to create, develop and lead innovative responses and programs that meet the curriculum and pedagogical needs of academically talented students.

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.

The Director of VCE & Pathways is responsible for the overall implementation of appropriate curriculum and pedagogy for effective teaching and learning at VCE level (10-12). The Director of VCE & Pathways is responsible for the implementation of appropriate policies, practices and processes across the school with regards to the Careers program. They are also responsible for oversight of the wellbeing of all VCE students including assistance with special exam arrangements. The role requires the provision of expert guidance to Domain and subject teams, to help staff to develop and implement best practices and innovative approaches to improve teaching and learning, and student outcomes. 

The Director of VCE & Pathways works co-operatively with the other members of the Leadership Team in the implementation of the Strategic Plan, setting goals for the progressive development of all VCE programs and associated organizational and pedagogical practices. The Director of VCE & Pathways engenders a high level of alignment with VCAA guidelines and ensures that the school¿s vision and policies are appropriately structured and delivered. 

• Contribute to the Executive Leadership of the school. 
• Participate on the Curriculum Committee (as required). 
• Participate on the Wellbeing Committee fortnightly. 
• Consult with the Operations Committee to assist in the planning of curricular and co-curricular events. 
• Assist Domain teams, Year Level Leaders and others to plan co-curricular activities in a coordinated way. 

• Ensure compliance with VCAA guidelines and regulations. 
• Oversight in the administration and organisation of VCAA examinations, including liaising with the chief exam supervisor and VCAA. 
• Oversight of the SAC calendar and its management, including rescheduling of individual SACs and communication with staff, Heads of House and Domain leaders as appropriate. 
• Organisation of applications for Special Provisions (School Based Assessment), Special Exam Arrangements, Derived Exam Scores and oversight of SEAS applications ¿ including communication with staff, students, exam staff and parents. 
• Oversight of VASS data entry and ensure adherence to VCAA deadlines. 
• Organise student, parent and staff information sessions re VCE requirements and support. 
• Contribute to the annual review and production of the Senior School Handbook. 
• Refer students requiring wellbeing support to counsellors and house leaders as appropriate, and facilitate Special Provisions as required. 
• Oversight of students completing subjects outside of Nossal including Virtual School Victoria (VSV), Centre for Higher Education Studies (CHES) and students studying Higher Education Studies (HES) directly through universities (except VSL). This includes completing applications for these students, liaising with relevant supervisors, booking in and supervising SACs and assessments, school-based approval for student attendance on Compass, monitoring student excursions and external examinations. 
• Ensure compliance with VCAA guidelines and regulations including the provision of: 
  • A Staff handbook 
  • A Student handbook 
  • Communication to/from VCAA 
  • Moderation processes 
  • VASS training for staff 
• Coach and model staff reflection on, and examination of, student learning data used to inform future learning and teaching practice. 
• Oversight of the course counselling processes and procedures (Years 9 ¿ 11) 
• Oversee the preparation of course and subject handbooks and associated documentation in conjunction with the Director of Curriculum & Pedagogy and Assistant Principal (Curriculum & Pedagogy).  
• Liaise with the Timetabler and Director of Curriculum & Pedagogy to ensure policies and organisational structures that provide maximum practical choice, breadth and opportunity. 
• Oversight of the Work Experience Program (Year 10), including Safe @ Work modules 
• Development of meaningful Careers Curriculum (Years 9 ¿ 12) and Professional Learning for staff, including the Career Action Planning process to ensure maximum relevance to students, for delivery in the Nossal Time and 9 Time programs. 
• Development of relevant parent education programs. 
• Oversight of the Morrisby profiling test and interviews ¿ including organisation of relevant dates in consultation with the Executive Team, information sessions for Year 9 students, communication with parents.  
• Oversight of VTAC, interstate and overseas university applications, including SEAS applications. 
• Oversight of Careers Advisor, VASS Coordinator sand Middle School Administration Assistant, including fortnightly meetings.
• Liaise with Year 12 and 11 coordinators, as they organise the Year 12 camp, Year 12 formal, Year 11 Ball, Valedictory, assemblies and end of year activities/celebrations. 

• In conjunction with the other leaders of Curriculum & Pedagogy and Domain leaders, maintain a continuous cycle of planning and review of the whole school curriculum and organisation including: 
  • VCE curriculum/ subject offerings/VET 
  • Enhancement studies & University links 
  • VCE revision lectures programs 
  • Curriculum structure ¿ timetable, time allocation 
  • Analyse the data of CAPS and Morrisby Report and use to inform future directions/decisions. 
  • Oversight of VET/VCAL/SBNA enrolment and entry on VASS 
  • Generate tertiary links and transition programs. 
• In conjunction with the Director of Curriculum & Pedagogy, maintain an overview of curriculum provision, student courses and individual pathways.  Including: TAFE, University, internal benchmarks for progression, etc. 
• Assist with the development and implementation of the Whole School Approach to Wellbeing

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.

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 *******@education.vic.gov.au

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

Preparation of application:

Applicants should adhere to the following procedures for the submission of their application.

1.         Applications must be no longer than 10 pages using a font no smaller than size 12.

2.         Applications should include a CV containing their address, contact numbers (business and private), classification (where applicable), current position, evidence of qualifications, VIT registration or WWCC number.

3.         Applications must address each of the key selection criteria.

4.         Applicants must provide the names and contact numbers (mobile preferred) of three professional referees who can confirm their responses to the key selection criteria (NOTE: the panel may contact referees outside the list and would normally contact current or past principals).

Please submit applications through Recruitment Online.

• 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.