Student Achievement Leader Yr 8

Western Port Secondary College is a dynamic learning community located in a beautiful rural setting on the Mornington Peninsula. It is a smaller sized secondary school with approximately 680 students.  The College has recently undergone a $11.6M major refurbishment which has included a new Senior Hub, Yr 7 Hub and dedicated Wellbeing wing.

The College ethos is based upon the commitment of staff, students and parents working cooperatively to provide the best possible curriculum in a safe and welcoming environment. The College¿s Core Values are Community, Achievement, Respect, Engagement (CARE), which are embedded into programs and practices within the College community. Our College places a great emphasis on pastoral care and a very positive approach to student wellbeing. We believe the best environment for students to learn is one that is safe, inclusive, respectful, caring and purposeful, and one where personalised and individual learning programs can be achieved. Each and every student is known and has a place in our school.

The current strategic plan focusses on our core business of Teaching and Learning and Accountability. We have initiated a 21st Century Education approach which ensures our students complete their schooling and leave equipped with the skills and knowledge to be successful in their futures and careers. We have implemented a number of changes so all students are accurately mapped on the Victorian Continuum in all learning areas, and then explicitly taught at the level they are at in order to progress along the continuum. This growth is then measured, recorded and reported on. We have developed similar measures for our senior VCE and VM programs. We have shifted from solely relying on Teacher Judgments for assessment and instead using a range of tools to more accurately and independently measure and map students learning growth and academic outcomes. Teachers continue to work hard developing differentiated curriculum and associated assessment.

The College was selected as a Department of Education STEM (Science, Technology, Engineering and Maths) Catalyst school and our specially trained staff are delivering a core STEM program including digital technologies, coding and robotics to Year 7 and 8 students, elective program to year 9 and 10 and a cluster initiative project with students in Grade 5 and 6 from feeder primary schools.

The College is a partner school with the Mitchell Institute on the `Entrepreneurial Learning in Schools¿ project. The College is recognised for its excellence in pathway provision and is an Alumni member of Beacon, supporting young people in exposure to further education, training and employment.

The College is a Monash University SAM school and provides a program promoting and facilitating tertiary pathways. The VCAL and VET completion rates are now at or close to the state average, with these improving each year over the last 4 years and our retention at school is close to the state mean.

The College has implemented the Southern Youth Commitment policy and is involved in the Youth Partnerships Frankston Mornington Peninsula demonstration site. Through this involvement with the `Wrap Around Care¿ model, the school has been involved in implementing a number of projects and policies across the College that support vulnerable youth and keep young people retained and engaged in educational pathways. The College is working to reinstate its 5 Star Sustainability Accreditation, receiving numerous environmental awards over the last few years. This supports the work of the student led Environmental Action Group.

The school maintains a strong music and performing arts program and regularly holds concerts and productions.

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.

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.

Lead Student Achievement improvement across their year level

• Strategic use of data sets within Compass (Pulse)
• Celebrating Student Achievement through CARE awards from 5 weekly reporting
• Generating honour role lists and run celebration events
• Leading whole school professional development related to relevant year level
• Year level graduation ceremony ensuring a smooth, meaningful student-centered transition to the following year
• Nomination for annual awards evening
• Oversee Redemption Process and SSGs for students at risk of N

Complete year level pulse checks

• Conducting learning walks within their year level to check application of strategic priority work from SIT
• Responding to the social and emotional needs of the year level
• Informing the SIT priority teams of emerging areas for growth
• Supporting the application of student voice surveys (AToSS, pulse checks)

Inclusive Leadership

• Analyse inclusion panel data
• Action inclusion panel processes
• Ensure all mandated IEP’s and relevant support plans are completed and shared

School Improvement Team

• Reports to the relevant Assistant Principal for the year level
• Actively contribute to the strategic priority work within this team
• Supporting effective and smooth running of relevant whole school events

Team Leadership

• Lead team of coordinators at their year level

• Support the coordinators to lead their homegroup teachers
• Contribute to Junior School sub-school meetings to build a culture of shared sub-school responsibility

• Lead the team to ensure smooth enrolment processes for new students
• Complete suspension forms in consultation with relevant Assistant Principal

• Support with moderate to high level SSG’s as required

• Work closely with the relevant attendance officer to track student engagement

• Ensure high-level, timely and effective communication to, and with, families and all stakeholders
• Develop and implement strategies to build parent capacity to support and assist their student in improving their learning outcomes and decreasing absence from school

• Lead ownership, furnishing and care of the allocated year level buildings/classrooms
• Ensure Year Level Assemblies are run twice per term utilising CARE captains

Curriculum

• Supporting the roll out and monitoring of the provision and use of the MyTech program and related cyber safety
• Support the development and application of the guaranteed and viable curriculum within year level
• Supporting inclusion of careers and pathways curriculum and programs within the year level

Year 8

• Year 8 iCARE curriculum
• Lead ownership, protocols, furnishing and care for Year 8 Learning Centre
• Support course counselling and elective process for Year 8 students moving into Year 9.
• Oversight of Specialist Programs (YES & LIT): Events, Teacher support, Applications for Programs and Interview Process

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 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@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:

 Child Safe Standards: Policy | education.vic.gov.au

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Key Performance Indicators

• Evidence of Student Achievement improvement across their year level
• Evidence of Inclusion panel tracking for students
• Evidence of all mandated IEP’s completed updated and shared with year level staff
• Documented strategic priority Rapid Action Plans with evidence of impact
• Strategies implemented to build parent capacity to support and assist their student in improving their learning outcomes and decreasing absence from school
• Evidence of protocols and expectations for the use of year level relevant buildings/classrooms/common areas.
• Evidence of Year level CARE award and graduation ceremonies recognising Student Achievement

SSP targets:

Student Attitudes to School Survey data improvements

• Stimulated Learning; 49% (2021) to 60% (2026)
• Effective Classroom Behaviour; 50% (2021) to 70% (2026)
• Advocate at School; 62% (2021) to 75% (2026)
• Sense of Connectedness; 45% (2021) to 60% (2026)

School Staff Survey data improvements

• Understanding how to analyse data; 31% (2021) to 50% (2026)
• Monitor effectiveness using data 42% (2021) to 50% (2026)

Parent/Carer Opinion Survey data improvements

Parent Participation and Involvement; 69% (2021) to 75% (2026)

• 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.