Address'Our job is not to prepare students for something, it is our job to activate our students to prepare themselves for anything.'
Adapted from AJ Juliani.
Bundoora Secondary College is a year 7-12 College in a quiet residential area of Bundoora, a northern suburb of Melbourne. We are an innovative, caring school and take great pride in knowing every member of our community (both staff and students) as individuals and as learners.
The school is set on a well-developed, picturesque site adjacent to Gresswell Forest. The spacious grounds include a variety of playing fields and as our school farm continues to develop, a range of animal paddocks, productive gardens and indigenous flora plots. Our school is accessible by foot, bike or car and is well serviced by our school buses and public transport. Our school enjoys a strong partnership with our neighbours including Melbourne Polytechnic, Latrobe University and RMIT Bundoora Campus as well as other universities further afield. BSC is a Child Safe school and expects all employees to be cognisant of the expectations upon them to contribute positively to our child safe environment.
BSC is currently experiencing a period of strong growth as we implement our new curriculum program and pedagogical approach with a vertical structure of subject offerings across the traditional 8 - 11 years called our PACE21 (Passion and Choice, Empowerment 21st Century skills) program. This program empowers students to choose the pace of their own learning journey. Our core purpose is to provide a broad and challenging education that is future focused and will develop students' 21st Century skills, abilities and knowledge for further education, training, work and community participation.
In order to do this, we require staff who are curious, flexible and generalist in their philosophy and thinking.
Students at BSC are not bound by the traditional year level classes. The school is broken into three cohorts - a common Entry year (the traditional year 7), PACE21 (traditionally years 8-11) and Graduation year (traditionally year 12). Our broad pathways focus and the vertical structure supports students choice and provides flexibility across our learning program ensuring that all students can engage in their learning at their point of interest and be challenged at their point of need.
Rigour remains a core value so high expectations of students will continue and progress will be routinely reported against the BSC Great Student (21st century skills) matrix and the Victorian Curriculum skills continuum to ensure that all students will achieve success. We are very much aware that ongoing feedback to students will support them in developing a growth mindset and promote learning so that each student can reach the next level.
We are a diverse and inclusive community. We live by our school values - Respect, Responsibility, Resilience, Relationships and Rigour (the 5 R's). At BSC, students have an authentic voice into the everyday decision making at the school. We provide a variety of opportunities for student voice such as a Student Leadership Council, student lead tours, public speaking at assemblies and membership of College Council with voting rights.
Learning takes place in well-equipped air-conditioned courtyard style buildings, which contain specialist areas including a Library Resource Centre and student social space, the ECA Centre which contains a gymnasium, weight training facility and drama studio, the Arts and Technology areas including food, wood and media, art and craft, ceramics, painting and drawing and music laboratories. Science rooms are fully equipped for practical experiments and activities with two 3D printers and an emphasis on robotics. Each classroom is provisioned with an interactive whiteboard and our 1:1 digital technologies program is enhanced by the schools provision of PCs and MACs.
To enhance the student's learning experience, traditional co-curricular programs such as sport, drama and music performances, instrumental music, excursions, camps, art exhibitions and displays and student leadership have been incorporated into the mainstream curriculum to ensure that all students can pursue their passions.
Strong emphasis is placed on catering for the individual learning style of each student. Achievements are recognised and celebrated. BSC promotes an environment that encourages students to investigate, understand and actively design and participate in their learning through a variety of teaching and learning strategies.
Parents are welcome and encouraged to participate in all College activities and to work with teachers in developing positive educational outcomes for their children. While formal reporting to parents takes place twice a year, the College emphasises the continual monitoring and communication of student progress to students and parents.
We actively involve our community in the development of our educational programs, policies and the provision of a supportive and caring environment. This is reflected in our house teams and our wellbeing structures that exist to assist students and parents. The implementation of the Student Empowerment Guidelines results in an environment where students from a wide range of cultures and backgrounds exhibit co-operation and acceptance towards each other.
We have established positive links with our neighbouring primary schools as a means of easing the transition of students into the College, as well as providing continuity in their educational programs.
Bundoora Secondary College - BSC - where students experience education by student choice.
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 Demonstrated understanding and capacity to lead and manage a response to intervention (Tier 1, 2 and 3) with a focus on behaviours, including the ability to initiate and lead staff to achieve a culture of inclusivity where all students can access the curriculum and achieve learning growth.
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. 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.
The Leading teacher role at Bundoora Secondary College will lead the Positive Behaviour program of students across the college.. This Leading Teacher role will include the leading and managing of whole school improvement initiative related to the area of Positive Climate for Learning and DET priorities. This will require the leadership of staff, whilst also working with other leadership teams within the school.
It is expected that the teacher performing this role will:
- Provide high-level educational leadership in the school community and beyond.
- Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching and learning.
- Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential.
- Demonstrate high-level communication skills and professional behaviour when interacting with parents, students and colleagues.
- Drive College improvement strategies as stated in the Strategic Plan through active membership of the School Improvement Team.
- Develop community engagement and understanding within their portfolio.
The Positive Behaviour Leader duties will include bit not limited to:
Co-ordinate Tier 2 and 3 Behaviour Support
The primary role of the Positive Behaviour Leaders is to implement Tier 2 and 3 practices and systems to provide targeted support for students who are not successful with Tier 1 support alone. The focus is on supporting students who are at risk for developing more serious unwanted behaviour before they start. Examples of Tier 2 supports are:
- Check-in/out process to provide increased opportunity for positive reinforcement.
- Facilitating individual or group sessions to develop self-regulation and social skills
- Investigating incidents of concerning behaviour and balancing consequences with education, all within the principles of School-Wide Positive Behaviour.
- Act as a resource for teachers to build their capacity in the identification and development of educational, social and emotional supports to assist students who experience barriers to learning.
- Adopt a functional approach to behaviours of concern by helping students find more acceptable alternatives to their unwanted behaviour
- Write Behaviour Support Plans
- Collect evident to support the creation of a disability profile for tier 3 funding
Lead and develop programs
- Promote and facilitate pro-social activities and services, both within the school and in partnership with wider community agencies and support services, including:
- Lunchtime activities
- Celebration days/events
- Information sessions
- Assembly presentations
- Develop and implement targeted group interventions (including therapeutic) to identified students
- Organise and help facilitate group programs to students based on the needs of the cohort at any given time.
- Provide and run programs to promote, health education and support to students through relevant group programs
- Lead and develop whole school and level specific Wellbeing/Inclusion programs to enhance general student wellbeing/inclusion e.g., R U OK day, Mental Health Week, etc.
Case Manage Students
Student case management at Bundoora Secondary College is primarily a collaborative process intrinsic to the delivery of quality services designed to meet the needs of school students who have support requirements. Mindful of including the views of students, it is student focused and aims to develop, monitor, disseminate, and evaluate a plan of action to enable these students to function to the best of their ability.
Case Management at BSC has seven core aims:
To enable students to function to the best of their ability and circumstances within and beyond the school system despite having support needs
To contribute to engaging students in meaningful learning, this would include in classes supporting students (includes setting firm limits with students and following through with consequences)
- To develop, monitor, disseminate, and evaluate a plan of action
- To achieve a seamless service delivery through the coordination of and collaboration between external service providers
- To actively involve and empower the student(s) and their parents/caregivers in decision-making processes
- To assist teachers and school staff in their work with students who have support needs
- Act as an advocate for students or ensuring that students have advocacy within the school or with outside agencies when needed..
Resource to College Leadership and Staff:
- Assist in the development, implementation and review of student wellbeing/management policies
- Network with external agencies and act as a College contact for external agencies.
- Actively participate in professional development activities and programs and share knowledge and expertise with other staff.
- Provide school level advice related to areas such as mental health, mandatory reporting, critical incidents, and suicide prevention
- Ensure teachers are provided with appropriate information regarding students and their wellbeing and support teachers in the teaching and management of students at risk, and implementation of Special Provision for relevant students.
- Liaise between the College and community agencies including facilitation of referrals to community agencies, psychologists and educational psychologists
- Act as a resource for staff working with students at risk and assist with the provision of secondary consultation for staff working with students at risk
- Provide support for Critical Incident management.
- Provide a communication link between the school, its community, agencies and networks.
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
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.
