AddressDear Applicant
Thank you for your interest in the advertised position at Warrnambool College. At a time of exciting growth and continuous school improvement, this is an excellent opportunity for a highly motivated, dynamic professional to be part of our team.
At Warrnambool College we achieve success through persistence, resilience and mutual respect.
The College values are:
Resilience, strength, mutual respect, courage, trust, global learners, honesty, accountability and persistence. Our moral purpose to improve educational outcomes and opportunities not just for our students, but for every student. Based on this ethos we promote the ideal that every Warrnambool student should thrive.
School profile
Warrnambool College is a Year's 7-12 secondary school situated within parkland in the eastern area of the city of Warrnambool. Students from the City of Warrnambool and the surrounding rural districts attend the school which has a stable student population of more than 1150 students with boys and girls in approximately equal numbers. Our staffing profile of approximately 150 members includes 3 Assistant Principals, 20 Leading Teachers, teaching and education support staff, wellbeing team members and a separate reengagement staffing complement.
Warrnambool College strives to provide quality pathways for all students.
School values, philosophy and vision
The primary aim of Warrnambool College is to prepare students for life as active, happy, healthy citizens. We provide opportunities to develop the academic, social and personal skills which will allow them to participate in and contribute to the community as competent and informed global citizens. Our College recognises and strives to meet the individual needs and educational requirements of all students.
We make a strong commitment to child safety and consider this the duty of all child related staff workers.
Warrnambool College offers an educational program which is diverse and interesting and allows students to experience success in an environment which is safe and supportive. We are innovative in curriculum development and always look to provide a contemporary, relevant program. This practice is reflected across the College as a whole and all teaching staff take part in Professional Learning Teams. The daily structure of the school operates on a four-period day; each period consists of 70 minutes.
The Warrnambool College Way outlines the school's vision and values. This is integral to the work that we do and is the foundation of our school community. Students, staff and members of our school community are encouraged to live and demonstrate our core values of respect, integrity and kindness at every opportunity.
Our school¿s vision is to empower students to reach their personal best, and fully equip them to contribute positively to society as happy, healthy young adults. Our narrative is to work towards 'Every Warrnambool student thrives'. Our value statements are Persistence, Resilience and Mutual Respect. These are embedded into our SWPB framework, student management policies and Attitude and Effort reporting structure.
Student Welfare:
Warrnambool College has a student welfare structure which is based upon the organisation of students into six House Groupings. Each House has a House Leader supported by two Assistants. There is a strong focus on Pastoral Care. Our College Wellbeing centre encompasses our Wellbeing coordinator, Student Counsellors, `Big Life' program coordinator, School Nurse and Speech Pathologist who all play a vital role in caring for students at all year levels. Warrnambool College has a commitment to zero tolerance of child abuse and safety of children with a disability, from Aboriginal or Torres Strait Islander backgrounds and students with diverse sexual and/or gender identification.
Parent Involvement:
The College prioritises communication with all families through a range of mediums including the online communication tool, Compass. Parents and guardians are encouraged to become involved in College activities and the education of their children in all areas of the curriculum. Opportunities exist for parents and guardians to contribute at the policy-making level via our College Council and its various sub-committees.
Education Programs:
In Years 7-10 students are able to participate in studies from all areas of VicCurric and where applicable the Australian Curriculum. At Year 7 there is a common curriculum which aims to develop the students' competence in literacy, numeracy, the arts and technology as a foundation for success in future studies. In Year 8 students participate in Elev8 which is an integrated subject of Humanities, English and Health, whilst beginning their elective journey in the technology, the arts and languages area.
In Year 9 students participate in PhoenIX which has student centred inquiry-based learning at the heart of this innovative program. At Year 10 students enjoy an extensive program of semester units which provide diversity, challenge and the opportunity to pursue studies of particular individual interest. The VCE timetable aligns with Year 10 units allowing for advanced study if desired. Students are also able to participate in educational extension and enhancement programs in addition to their normal studies. Students interested in vocational education can opt into the vocational major stream, with the opt-in option of VET being included in their timetable.
The College is accredited to teach the SEAL program and is a founding member of the academy of accredited SEAL schools. Students who enter this gifted and talented program must complete testing in Year 6.
In Years 9 and 10 students are introduced to the broad range of services available from the Careers Centre and they are encouraged to use this facility in planning for future studies or in preparing for entry to the workforce.
The College also has a select entry Sporting Pathways Program. Students enter this program via an application process and successful completion of peak fitness and physio testing. The SPP program runs from year 7-10.
Student achievement at the VCE and VM level is outstanding at Warrnambool College. An extensive range of units are offered from mainstream academic studies through to Vocational Education and Training courses in areas such as Automotive, Building, Community Services, Engineering, Electro technology, Beauty, Plumbing, and Hospitality.
Our College recognises the diverse needs and aspirations of senior students and offers a curriculum that maximises their opportunity for entry into further studies, apprenticeships or career paths.
A thorough careers counselling process is a feature of our school¿s program which is aimed at meeting the specific needs of each VCE student. Student success at the VCE level is a major objective of our College.
The School operates numerous specialist academies for students to participate in (sport, drama, music, arts, cooking). These academies train regularly and compete at both local and state level.
Students are encouraged to participate in additional College activities which include sport, instrumental music, Performing Arts, public speaking and debating, academic competitions and student leadership amongst others. Opportunities are provided for students to participate in extension programs which include work experience, camps and international language and cultural tours. The achievements of our students in academic, sporting and cultural endeavours have been widely recognised at local, state and national levels.
Warrnambool College has developed a range of strategies to promote engagement, positive behaviour and respectful relationships for all students in our school. We acknowledge that some students may need extra social, emotional or educational support at school, and that the needs of students will change over time as they grow and learn.
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 ability to model the Warrnambool College Instructional Leadership expectations of collaboration, observation and coaching to impact 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.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the Leading Teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major Learning Area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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
Leading Teacher Vacancy: LEARNING AREA LEADERS
Time Allowance: 5 periods (48 min periods)
THE CURRICULUM SYSTEM AT WARRNAMBOOL COLLEGE
Our aim is to consistently provide a strong foundation from which students academic and personal development can grow. This will provide a structure that develops an important sense of identity along with academic success, opportunities for participation, involvement and leadership - all key aspects to developing self-esteem, resilience, confidence and maturity.
ORGANISATION
The school population of approximately 1150 is divided into six Learning Area groups. These groups are English, Maths, Science, PE/Health, Humanities/Languages and The Arts/Tech. Each Learning Area also has an assistant to build success planning and consistence in learning across the College. Each Learning Area Manager reports to a member of the Principal class.
THE LEARNING AREA LEADERS
The Learning Area Leader is responsible for overseeing the educational and social development of students within the College.
The Learning Area Leader encourages students, monitors academic performance, counsels and assists individuals with specific issues, and provides an evidence-based direction for the annual action plan. The Learning Area Leader knows their staff well and takes a personal interest in each person's growth and development. They take an explicit role in coaching/mentoring staff within their area. The partnership between the Learning Area Leader, the leadership team and staff within the Learning Area is to be team based and whole school focused. Through this partnership and relationship, together with the House Leaders, the grounds for strong and successful academic performance are in place as well as for the personal development and enjoyment of life at Warrnambool College.
The team of Learning Area Leaders will be responsible for developing a school vision and Action Plan for the Curriculum program that continues to improve on current practice and caters successfully for the diversity of students in the school.
RESPONSIBILITIES AND EXPECTATIONS
Learning Area Leaders are responsible for:
- The overall leadership and management of the students and staff in their Learning Area, ensuring a strong emotional intelligence and efficacy are key criteria to the overall learning success/happiness of our staff and students.
- The social and emotional wellbeing of staff in their Learning Area with an appreciation that leadership roles have a line of sight to whole school improvement.
- Ensuring Learning Area Assistants implement their position description in a consistent manner.
- Monitoring and supporting the educational and academic progress and development of students. Ensuring appropriate strategies are implemented to maximise the learning opportunities of all students.
- The maintenance and development of staff morale and `every student can learn' culture whilst building of a sense of belonging and community for both students and staff.
- Establishing strong and open communication with the parents and students.
- Building an effective staff team ensuring common and agreed goals and directions in accordance with the annual Learning Area Action Plan, with a focus on staff improvement, consistency and growth.
- Implementing a range of specific programs, initiatives and innovations to support and engage students, involve them in House based activities and other sporting, academic and co curricular programs.
- Establishing a strong working relationship with the SOLO team & the Literacy and Numeracy support teams within the school.
- Effectively participating in the Curriculum Leadership team to provide strategic direction for the school, and ensuring that common and agreed processes and procedures are implemented across all Learning Areas. Assist with the design of the AIP.
- Promotion and advocacy for Warrnambool College and its students and staff within our broader community.
- Mentoring the Assistant Learning Area Leader
- Member of Leadership Committee and Curriculum Leadership Committee.
- Other duties as directed by the Principal.
SPECIFIC ACTIVITIES
Areas of specific responsibility, management and involvement:
- Lead the Learning Area Team
- Align Learning Area to Warrnambool College¿s Strategic Plan and AIP
- Oversee and implement an annual faculty Action Plan in line with the AIP.
- Create and uphold Learning Area Ethos, mission and values.
- Develop clear lines of communication linked to:
- 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.
