AddressPakenham Secondary College is a Year 7-12 College located within the Cardinia Shire on Melbourne¿s South East fringe. The school now serves a large and diverse community within a designated urban growth corridor.
The College is committed to providing all students with learning opportunities designed to develop socially responsible citizens and build pathways to their futures. We are committed to continuous improvement. We value growth through connection.
The key values that underpin all our work at the College is based around the acronym SOAR.
S ocial and personal responsibility
This means everyone is accountable for their own actions and share responsibility for the development of a positive learning environment.
O pportunities for all
This means that all members of the school community are provided with a variety of learning opportunities to further develop themselves and participate in the decision-making process of the school.
A chieving personal best
This means there is an expectation that all members of the school community commit to a culture of excellence.
R espect and relationships
This means that the school recognises the importance of productive relationships, with all members of the school community showing respect for themselves, others and the environment.
The school community has become increasingly diverse with students from a variety of ethnic and racial backgrounds creating a diverse school population. It is anticipated that student enrolment numbers will be approximately 910 in 2024. We are a great school offering outstanding opportunities to our students in the areas important to our College Community.
- Learning growth and pathways
- Sport
- Performing Arts
- Student Leadership and our Community.
The curriculum across Years 7 and 8 is based around a core plus elective model. Students in Years 9 and 10 combine their core subjects with more elective choices in areas of interest to them. Year 10 students also have the opportunity to access a VET or VCE subject. Senior students are able to access the VCE (including the Vocational Major) and a variety of VET courses and School Based Apprenticeships. The school is committed to supporting students in achieving at least one qualification upon the completion of their Secondary Education.
The school¿s Strategic Plan is focussed on improving student achievement, growth, engagement and well-being with the key focus areas and Key Improvement Strategies outlined below:
· Maximise student learning in literacy and numeracy:
o Develop, implement and embed a whole-school approach to formative and summative assessment.
o Build capability of staff to capture, analyse and utilise assessment and data to evaluate the impact of instructional strategies and determine the next stage of instruction for differentiated student learning.
o Build teacher capability to differentiate learning tasks to meet students at point of need.
· Strengthen students¿ agency, engagement and connectedness to school and peers:
o Strengthen opportunities for student voice, agency, and leadership
o Develop teacher capability to support students to set goals and monitor own learning progress
o Engage students to support the development of learning opportunities that are engaging and promote curiosity.
· Improve social and emotional wellbeing of all students:
o Develop and implement a tiered and responsive approach to support student wellbeing and inclusion (SWPB).
o Strengthen the partnership between staff, students, carers, and families to create a shared responsibility for student wellbeing
The College has recently received $11.3 million in funding as part of a Capitol Works Program with works schedule to commence in 2024.
Our College has also further developed its International Student Program. We view our International Students Program as a further means of adding to our already rich Cultural diversity at the College.
Pakenham Secondary College strives to implement the Child Safe Standards as outlined in Ministerial Order No.870 to ensure the safety and wellbeing of all students at the College and promote an organisational culture that manages the risk of child abuse and neglect. The school has developed policies and procedures specifically aimed at keeping children safe.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of Performing Arts/Music/Drama.
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.
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.
Responsibilities
The holder of this position will be part of the Leadership Team which is charged with ensuring that the College¿s Strategic Plan is successfully implemented and will have specific responsibility for overseeing the learning and well-being of students.
They will need specific understanding of the school improvement strategies as outlined in the Annual Implementation Plan and actively support their implementation by all members of staff. It is expected that they will develop, support and sustain a learning environment that, in turn, allows for high quality teaching and support enhanced learning outcomes for students.
Specific Duties
· Lead and manage the College's Performing Arts Program, including the Annual College Production, Instrumental Music Program, Classroom Drama, Dance and Music Programs, together with Whole School Assemblies, Presentation Evenings/Awards Nights and other related events and activities.
· Further promote and develop connections between our Performing Arts Program and the broader community.
· Lead the Professional Learning of staff in the Performing Arts Learning Areas, and coach individual teachers to ensure they adopt strategies and practices in order to teach for effective student learning.
· Take responsibility for all aspects of the Performing Arts administration and accountability, determining resource needs and utilisation (including providing some oversight relating to the needs and requirements of Performing Arts space (our Performing Arts rooms), overseeing subject-based activities and events, acquiring and disseminating relevant materials and reporting to appropriate personnel and groups.
· Liaise with leaders and staff as appropriate to develop a calendar of events promoting student engagement and excellence in the Performing Arts, including appropriate performance and exhibition opportunities within the school and in the broader College Community, and support staff in the organisation of and presentation of these events.
· Ensure relevant, accurate and detailed record keeping at all times, including working to establish a Calendar of Events and Activities relating to the Performing Arts that can be shared and communicated with our College Community.
· Other duties as negotiated with the Principal.
Student Achievement
· Lead and manage the further improvement of student results and outcomes. Initiate and implement programs and strategies to support excellent outcomes for all students across all areas including the Performing Arts.
- Establishing and maintaining moderating activities amongst key staff.
- The use of data with staff and students.
- Working with key teams and programs (eg; PLC Program) to best identify and support student needs.
- Assisting with the ongoing development and review of relevant Handbooks.
- Establishing and implementing support programs and schedules (eg; to further the skills and capacity of students in the Performing Arts, by leading and developing school-based activities and events that best supports student participation in the Performing Arts on a regular basis eg; lunch time activities, showcases, ensembles and bands, assemblies, etc).
- Regular meetings and/or communications with students and families as required.
- Seek and establish opportunities for students to be assessed via their participation in Performing Arts activities in the community.
Curriculum and Student Course Management
· Lead the Performing Arts area of the College Community.
· Lead and manage the development, implementation, delivery and ongoing evaluation of the curriculum programs and courses in accordance with VCAA requirements in the Performing Arts. Leadership and management in this area includes all curriculum elements of the College¿s Performing Arts Program from Years 7 to 10, and in the Victorian Certificate of Education (or VCE), with a view to maximising student engagement and learning outcomes.
· Lead the process of fully documenting all relevant curriculum programs using the required College template and process. Lodge Curriculum Documentation on the College storage and retrieval system as appropriate.
· Work with colleagues and teams in the provision of curriculum programs relating to the Performing Arts. For example, liaise and work with other leaders and staff on curriculum matters, together with teaching and learning practices and strategies, specific to the Performing Arts.
· Curriculum programs and courses developed to include opportunities for students to participate in Performing Arts activities within the community.
· Provide advice to the Principal on program needs as required.
Further Development of The Performing Arts Program
· Lead and grow the Performing Arts Program within the College including Drama, Classroom Music, Instrumental Music, Ensembles and Bands, Dance.
· Lead the growth in subject offerings and student participation in all Performing Arts courses and subjects at the College.
· Lead and develop meaningful connections with the wider community to support and grow the Performing Arts Program within the College, including securing any resources and funding that may benefit and support the Performing Arts Program.
· Lead, develop and implement theatre activities, music ensembles, whole school and / or sub school Drama Productions, and other special events relating to the Performing Arts, and involve the community (eg; local primary schools) where possible.
· Actively promote the Performing Arts Program as part of our transition and other programs within the College.
· Actively promote the Performing Arts Program with the wider community.
· Provide students with performance opportunities within the College, and the broader community (eg; community events, primary schools, etc).
· Develop, lead and manage budgets as appropriate.
· Investigate VET offerings and / or opportunities for students in the Performing Arts area of study.
· Further develop strategic planning documentation that clearly outlines the future direction and growth of the Performing Arts Program.
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
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.
