AddressWe believe that our students flourish when we create an environment of high support and high expectations. We focus on learning, wellbeing, and their interconnectedness above all else.
Our staff are united by moral purpose. We come to work each day in service of our community. We are deeply connected to our work because of, not in spite of, the challenges that young people face.
Our school serves 1400 students with a team of more than 170 staff. Each one of them are known and noticed. We see partnership with families as critical to our students¿ success. We believe that together, our community has everything that our young people need to thrive in life.
We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours and genuine conversations about what matters most. Our trademark is not just a statement, it is enacted. We model and reward trademark behaviours in each other and we challenge when we let them slip.
Melton Secondary College is a place of growth for our staff in both teaching and leadership. At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders. We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners.
We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out `what¿ to teach and more time focussing on `how¿ to teach the content in a way that is highly effective for their specific students.
We believe that if we invest in every staff member to support them to be their best, our students will be best-placed to thrive. In 2024 we are introducing a 9-day face-to-face fortnight option for our staff. This will allow them to benefit from a non-student contact day in their fortnight, creating opportunities for flexible work and regular opportunities for recharging and for deep thinking and reflection.
We use best-practice models to ensure deep learning. Our instructional model LEARN is based on the Marzano/Pollock GANAG model and is used with fidelity in our classrooms. Our resource management systems are supported by partnerships with Office365, Compass and Apple through our Year 7-9 iPad program. A BYOD program is offered to our Year 10-12 students.
Students begin the day connecting in with themselves and each other in a 6-minute morning circle as part of our Social Emotional Learning program.
We have opportunities for staff who are passionate about being highly impactful teachers who lead learning. Currently we are deepening our work with a focus on writing and social emotional learning assessment. We are also actively supporting opportunities for new and existing staff to promote extracurricular programs in the Performing Arts, Sport and Rugby Academy, the VCE Vocational Major, and Student Leadership.
KSC1 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.
KSC2 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.
KSC3 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.
KSC4 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.
KSC5 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.
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.
· Science and Technology Leader, including responsibility for development and documentation of, and fidelity to, Guaranteed and Viable Curriculum (GVC); resource management; and support of all Science and Technology staff including Casual Relief Teachers at the college.
Oversees Science and Technology curriculum, pedagogy, programs and professional learning from 7-12.
SPECIFIC DUTIES
Whole School Leadership
- Successfully lead and manage the implementation of whole school improvement strategies.
· Lead change using the Framework for Improving Student Outcomes 2.0 (FISO2.0) Improvement Cycle to implement the Melton Secondary College vision, School Strategic Plan and Annual Implementation Plan.
- Contribute to the delivery and success of the School Strategic Plan and Annual Implementation Plan goals and priorities by ensuring a data-informed approach to implementation and evaluation.
- Oversee the Performance and Development Plan for a group of staff.
Learning Area Leadership
· Ensure that the impact of curriculum delivery within the Learning Area is regularly evaluated using student assessment data.
· Ensure the consistent delivery and accurate alignment of curriculum, assessment and reporting of student performance across the year levels.
· Ensure that curriculum is current and documented according to the college policy and protocol in the GVC process.
· Ensure that course outlines, curriculum maps, assessment schedules and exam materials are completed according to the college policy in a timely manner.
· Promote success in the Learning Area to the wider school community.
· Prepare and manage the annual Learning Area budget and manage and provide resources from the approved budget.
· Liaise with Learning Area staff and the Executive Leadership Team in the construction of teaching allotments.
· Ensure that the booklist recommendation occurs with Learning Area input, is approved by the Director of Curriculum and entered accurately.
· Ensure the reliable delivery of the curriculum in the event of staff absences, including providing subject-specific induction and support to Casual Relief Teachers.
· Be an active member of the Curriculum leadership team.
Leading Staff
- Accountable for the work of their curriculum year level/subject leaders.
- Lead by modelling, articulating, monitoring and coaching the behaviours required for curriculum leaders and Science and Technology teachers to effectively perform their roles.
- Lead Professional Learning Teams to deliver high quality and effective teaching and learning practices. Structure and guide the work of the PLTs within the Learning Area to implement data-driven practice.
· Implement instructional coaching via the MSC coaching model to support the development of high-quality pedagogical practice focused on positive behaviours in every classroom.
- Liaise with other leaders to deliver high quality teaching and learning programs.
- Oversee the Performance and Development Plan for a group of staff.
Other duties as determined by the College Principal in consultation with the incumbent.
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
- 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
MELTON SECONDARY COLLEGE STAFF VALUES, VISION, BELIEFS AND COMMITMENTS
Our values:
Success Teamwork Ambition Respect Responsibility
Our vision:
A flourishing learning community achieving high levels of academic growth and bright futures for every student
We believe that:
· All students can learn.
· All students are our students.
· Learning is the fundamental purpose of our school.
· A positive climate for learning, professional leadership and community engagement are vital to achieve excellence in teaching and learning.
· A growth-mindset and collaboration are vital for professional learning.
We are committed to:
· Having high expectations of ourselves and our students.
· Doing our best to meet our responsibilities at all times.
· Maintaining positive health and wellbeing so that we can perform at our best.
· Taking the initiative to learn and look for solutions to challenges when they arise.
· Supporting others to learn through observation, feedback, reflection and practice.
· Building positive relationships based on Unconditional Positive Regard.
· Promoting and celebrating our success.
TO APPLY FOR THIS ROLE
Submit your CV, cover letter and responses to the Key Selection Criteria to Christine Payne, Assistant Principal ¿ Director of Curriculum and Recruitment by uploading it to the Recruitment Online portal or emailing it to ***************@education.vic.gov.au
- 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.
