Health / Pe Teacher

Hallam Secondary College is located in Hallam on the lands of the Bunurong and learning communities have flourished on this land for more than 30,000 years.  The current College has been on this site since 1971 and is going through exciting change.

Over the next 4 years;

• HSC will be reorganised and expanded to cater for growing demand in Melbourne’s south-east and give families certainty they will have a quality local school for their entire secondary schooling journey.
• The school will progressively move from a Year 10-12 to a Year 7-12 school from Term One 2023, allowing it to increase enrolments
• Renaming and rebranding of the school as it takes on a Year 7-9 cohort, with neighbouring secondary school zones adjusted to accommodate the new student intakes
• The school’s current strengths at senior level in vocational education and its Sports Academy to be supplemented by a broader offering of VCE subjects for its growing student cohort.
• Partnerships with Timbarra P-9 and Doveton P-9 College will be maintained, to deliver clear pathways into Hallam for the senior secondary years

Over the next 5 years the new school will benefit from significant investment by the Victorian State Government. Our aim is to create a school that is;

• a true learning community
• a safe, calm and happy environment
• a place students wish to attend, staff want to work and parents feel welcome
• fulfilling student potential
• preparing students for life beyond school

We will be a medium sized College serving a culturally and ethnically diverse community. Our size will enable us to know every student and offer a range of programs that are more commonly found in a large school.

Our Vision – the why

At HSC we empower all students to become capable, caring and confident individuals and active and informed citizen.

Mission – the what

At HSC we ensure the delivery of a comprehensive high quality education program so that all students

i) acquire the knowledge, skills and capabilities they need including those defined by the Victorian Curriculum and senior secondary pathways, and

ii) develop the capabilities necessary to thrive, contribute and respond positively to the challenges and opportunities of life

Values

At HSC we value Achievement, Care and Equity.

The Hallam Learning Compass

Our Vision, Mission and Values are translated into action through the Hallam Learning Compass.

The HSC Learning Compass uses the metaphor of the “learning compass” to show the types of competencies students need to successfully navigate towards the future we want, individually and collectively.

Just as a compass orients a traveller, the Learning Compass indicates the knowledge, skills, attitudes, and values students need not just to weather the changes in our environment and in our daily lives, but to help shape the future we want. We have a rigorous focus on;

Attitudes and Values - the principles and beliefs that influence one’s choices, judgements, behaviours and actions on the path towards individual, societal and environmental well-being

Core Foundations

•             cognitive foundations, which include literacy and numeracy, upon which digital literacy and data literacy can be built

•             health foundations, including physical and mental health, and well-being

•             social and emotional foundations, including moral and ethics

Skills - cognitive and metacognitive skills; social and emotional skills; and practical and physical skills

Student Agency - the capacity to set a goal, reflect and act responsibly to effect change

Wellbeing – collective wellbeing (connected to community)

Transformative competencies - creating new value, reconciling tensions and dilemmas, and taking responsibility

Knowledge - disciplinary, interdisciplinary, epistemic & procedural

Our curriculum programs privilege Literacy, Numeracy and health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our Senior students are able to access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three year pathway to success.

The College has three Centres of Excellence that enrich and extend the curriculum. These are;

• Sports Performance
• Arts and Performance
• Technology Innovation

Students in the Junior Years will have access to the Centres of Excellence and can enrol in the programs for their Senior Pathway.

Our Senior students are able to access the Hallam Valley Trade training Centre which provides a wide range of applied learning courses on site.

Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore, and a close working relationship with faculty members of the Melbourne University Graduate School of Education and Monash University Faculty of Education.  Our balanced pedagogical approach draws on Hattie and Donoghue’s Model of Learning, the OECD Learning Compass 2030, and the Universal Design for Learning framework.

The professional growth of staff is facilitated through Professional Learning Communities, Professional Growth Teams and Professional Learning Sessions. These platforms accelerate the development of contemporary pedagogy through the use of collaboration, mentoring, observation and feedback, including from colleagues and students, by incorporating these practices into the core role of teachers and creating the conditions to enable teachers to engage in them.

Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.

The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices

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.

The classroom teacher classification comprises two salary ranges- range 1 and range 2.  The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.  The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. 

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.  Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. 
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.  New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

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

• 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.