AddressMansfield Secondary College, is a small, rural Victorian school, close to Mt Buller and the snow fields, which offers a wide range of education and training programs to support our students as they transition into adulthood.
COLLEGE VISION: A dynamic learning environment where the whole community takes responsibility in preparing for the future.
COLLEGE VALUES: The College is committed to a Positive Behaviours program, which aims to encourage student performance and lift engagement by explicitly teaching desired behaviours and using all opportunities to reward student efforts and performance. The program underpins an evolution of a school culture which is based on mutual respect.
CURRICULUM: Year 7 students study a common curriculum covering domains as outlined in the Victorian Curriculum. To aid transition, experienced staff work with students to develop student’s knowledge and skills and to help socialise them into a new environment
Junior School students (Years 7-9) select individual electives, which enable them to develop their particular skills, talents and interests.
Senior students, (Years 10-12) can elect alternative pathways by selecting from a broad range of Victorian Certificate of Education (VCE) units or undertake the Victorian Certificate of Applied Learning (VCAL). The College is recognised for successfully linking these studies to Vocational Education and Training (VET) and Australian School Based Apprenticeship programs.
COLLEGE TEACHERS AND STAFF: The relatively small size of the College enables staff to extend additional support to individual students and to create an enriched learning environment. Counselling and support is provided for students from a range of professionals including Year Level Co-ordinators, social workers, psychologists and a school nurse.
STRATEGIC PLAN: The College Strategic Plan aims to improve student learning and engagement, teacher education and facilities. The Strategic Plan is available at the College website.
FACILITIES: The College boasts a recently built language centre, music centre and hospitality centre. In 2019 we opened our new STEM Building. The stage two extension to this facility was completed in early 2021, and in term 4 2021 we opened a new Community Sports Precinct. The College also enjoys a modern library and recently refurbished administration area. We have extensive information technology facilities, science laboratories and spacious attractive grounds.
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 of the Alpine context at Mt Buller and the @Altitude Curriculum.
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 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
The Mt Buller Annex has been operational since 2012 with enrolments from the Mansfield and Mt Buller community as well as students from across Victoria.
The Annex is an accredited campus of MSC, providing an academic educational opportunity to complement the on-snow training of aspiring athletes. The Annex not only benefits local Mansfield and Mt Buller students, but is also open for other students to attend from
public and independent schools.
For 10 weeks during term 3, students can embrace the opportunity to learn in an alternative setting and utilise classroom facilities within the Mt Buller Alpine Central building. Classes operates Monday to Friday from 1pm to 5pm. Students work on the specially developed ‘@Altitude’ curriculum, utilising the alpine context and their on-snow training to deliver relevant elements of English, Maths, Humanities and Science. Because of the stand-alone nature of the @Altitude curriculum, students from other schools integrate seamlessly into the class. Learning outcomes are carefully monitored and reported on, with units of work cross referenced to the Victorian Curriculum F-10 requirements.
Classrooms are within the Mt Buller & Mt Stirling Resort Management Board Alpine Central building and MSC credits the Mt Buller Alpine Resort Management Board with their generous support for classroom space and many logistical elements in establishing the Annex.
The Annex is especially exciting for emerging athletes wishing to pursue their progression within the athlete pathway. In morning sessions, students improve their skiing and snowboarding skills under some of Australia’s leading snowsports program providers and coaches including, Team Buller Riders (TBR), Mt Buller Race Club (MBRC) and the Buller Ski & Snowboard School. The program providers design individual training schedules to meet athlete goals, with structured training for 3 hours a day plus opportunity for preparation in a range of competitions according to their discipline focus. Emphasis is on developing their individual athlete pathway to achieve measurable and real success. Students certainly embrace this unique experience, which not only builds their on-snow skills, but equips them with many opportunities and life skills not necessarily gained in a traditional classroom setting.
- 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.
