VCE VM & VET Coordinator (Leading Teacher)

VISION

Achieving success in a caring and creative environment.

PHILOSOPHY

We believe all students can learn and that all students can be successful.
We believe that individual well-being stems from a sense of accomplishment and belonging.
We believe there are different forms of success.

MISSION

Bass Coast College seeks to create a challenging learning environment that encourages high expectations for success through instruction that caters for individual differences and learning styles. Creativity and care are pillars of our learning environment.

In addition to developing skills and knowledge, we also aim to develop:

·         A sense of adventure.

·         Emotional Intelligence.

·         An appreciation of the context of knowledge / learning.

·         Respect for self/others.

·         Team skills.

·         Problem solving skills.

·         Aspiration.

·         Responsibility.

·         Organisational skills.

·         Resilience.

Genuine empathy for our students is central to our practice. An understanding of them and their personal circumstances is essential in a holistic approach to their learning.

PROFILE

Located in the Inner Gippsland Area of DET's South-East Victoria Region, Bass Coast College is a Year 7-12 multi-campus school catering to over 1600 students. The Dudley Campus (Years 7 to 9) and the Wonthaggi Campus (Years 10 to 12) are situated three kilometres apart. A second junior campus (Years 7 to 9) has opened San Remo, and our FLOW Campus in Wonthaggi provides individualised learning programs for students requiring specialised support.

Located in the rapidly growing Bass Coast Shire, the College is immensely proud to be the government secondary education provider for the area. It draws its students from nine feeder schools located in the Bass Coast Shire. The College's zone encompasses a large rural and coastal area centred around Wonthaggi, Inverloch, Grantville/Corinella, Coronet Bay, and Phillip Island. Over half of the student population travel to the school by bus. 

The current staffing levels comprises of over 140 teachers and eighty non-teaching staff.

Bass Coast College recognises that students have diverse needs, abilities, interests, and ambitions and that its students are drawn from a wide range of socio-economic backgrounds. These differences are catered for through the development of a comprehensive curriculum that extends and challenges students to realize their full potential. Sequential courses of study are provided for Years 7 to 10 in each of the Key Learning Areas. This is achieved using core units at Years 7 and 8, and a mixture of core and elective subjects at Years 9 and 10. With a large Year 11 and Year 12 student population, the College is able to offer a broad range of Victorian Certificate of Education (VCE) units and has a strong commitment to Vocational Education and Training (VET) programs.  A successful VCE Vocational Major (VM) program operates.

The Flexible Learning Option Wonthaggi (FLOW) Campus of Bass Coast College is an alternative educational setting. FLOW aims to reconnect students who are at risk from disconnecting from education and supports students who may be impacted by a number of factors. This can include mental health, anxiety, complex behaviour regulation issues, neuro diverse students and those who present with complex learning needs. FLOW works to foster positive student emotional health, improve literacy and numeracy skills whilst supporting students to transition back to mainstream school or alternative pathway settings such as TAFE, apprenticeships, or employment. As an alternative education provider, FLOW¿s mission is to connect with and support young people to create individualised learning within a safe, supportive, and caring environment.

The College also continues to develop its enrichment and consolidation programs. Students in Years 10 and 11 have the opportunity to accelerate through the VCE by taking higher-level units than is the norm for their age cohort. A highly successful select entry (SEAL) program operates on the Dudley and San Remo Campuses. 

College staff conduct a range of quality curriculum and co-curricular programs across all campuses. The College has a tradition of student participation and success in the Performing Arts. The College is a member of the South Gippsland Schools Music Program and currently has around one hundred students involved in the program. Bass Coast College regularly enjoys sporting success at local, state, and national levels. An ADVANCE program (based on surf lifesaving) also operates in the College. 

The College is committed to the welfare of its students. To this end, a Student Welfare Coordinator is attached to each campus, along with Careers counselling. The staff are dedicated professional educators who place importance on quality teaching and professional development. The College provides a caring, supportive environment whilst also encouraging teamwork, leadership, and a sense of belonging. Students are encouraged to develop leadership skills through the Peer Support Program, Representative Committees, and as elected student leaders.

Extensive recreational, sporting, and educational facilities are available. These include gymnasiums, libraries, canteens, computer centres, theatrette/drama rooms, courts and oval or playing fields at each campus. The College also enjoys access to extensive community recreational facilities, local beaches, and coastal reserves.

The extensive grounds and buildings are well maintained and attractive. The College continues to focus on upgrading facilities and grounds, having made extensive upgrades across all sites.

In 2020, the College, transferred its Years 10, 11 and 12 programs to its new Senior Campus in McKenzie Street (Wonthaggi). This project also included an extended three-court highball facility with extensive community facilities. The community facility is coordinated with our key partner, the Bass Coast Shire.

In 2022, the Minister for Education officially opened an additional junior Campus for our College in San Remo. This exciting development coincided with extensive work from the staff who have overhauled curriculum offerings to support the significant organisational change across the College. A name change process was also undertaken, and the former Wonthaggi Secondary College is now renamed Bass Coast College, reflecting its expansion, and the wider area where the young people it supports reside with their families.

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.

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

Bass Coast College VCE VM & VET COORDINATOR (LT)

• To oversee and promote the implementation of the VCE VM Program at BCC.
• To serve as the key contact/liaison between all parties (eg. students, staff, parents, employers, outside agencies).
• To coordinate the selection process for students and determine appropriate subject arrangements for each participant. 
• To manage the subject selections of all students in VCE VM, including the input of student's selections and producing individual student timetables ensuring eligibility
• To course counsel all students who express an interest in the VM program for the next year.
• To create and distribute support material such as newsletters, selection sheets, etc. 
• To conduct information sessions outlining the VCE VM Program at BCC (and prepare materials). 
• To coordinate the VCE VM student group with regards to completion of work and welfare support. 
• Assisting with the identification and counselling of students who are deemed at risk of not completing their secondary education or moving directly from school into the workforce or further training. This may include goal setting, study strategies, workload management and lifestyle management issues. 
• To ensure effective and ongoing record keeping re student programs (Working with VASS Coordinator to ensure each individual student is undertaking an eligible program).
• To assist other key staff in delivering key components of the program (eg. VCE VM teachers, VASS Coordinator, Senior Pathways Coordinator and Year Level Coordinators). 
• To liaise with key parties outside of BCC to capitalise on the opportunities for VCE VM students at BCC. This would include, for example: Members of the South Gippsland/ Bass Coast LLEN; Representatives of other training providers (eg. TAFE); Regional Consultant and other QA staff; Attending the South Gippsland VET/VM Cluster Meetings; Volunteer and Community programs within Bass Coast; Educlick and its resources. 
• To work with the Compass Reporting Coordinator to determine appropriate reporting occurs for VCE VM students across all of the required strands.
• Facilitate the transition of students from VCE to VM
• To work with the VASS Administrator to ensure all required information is entered on VASS for VCE VM students (and to deputise if VASS Administrator is unavailable). 
• To ensure each VCE VM student will undertake at least 180hrs of nationally accredited training over their 2 years. 
• To liaise with student's employers, to provide and store SWL paperwork and ensure all legal requirements of work placement are met (e.g. arrange completion of forms, worksite scrutiny and visitation of students on the job by class teachers). 
• To follow up with any injury claims sustained by students whilst undertaking SWL. 
• To liaise with HEADSTART Coordinator in the facilitation of SBATs and individualising student programs to allow SBATs to occur. 
• To investigate and coordinate where appropriate extra-curricular opportunities for students that can contribute to their overall VCE VM program (eg. volunteer work, excursions, TAFE courses, guest presenters). 
• To facilitate parent meeting in regard to student progress and welfare. 
• To communicate with the Campus Principal on matters of importance as they affect or are likely to affect the smooth operation of the VCE VM cohort. 
• Working with the Senior Pathways Coordinator in publishing employment and training opportunities in newsletters and on bulletins. 
• Coordinating an award system that recognises student achievement in areas such as academia, attendance, effort, and extra curricula activities. 
• Supporting and counselling students whose attendance is poor and/or who are disengaging from school to consider alternate programs and pathways.
• Exposing chronic student absentees to possibilities for further study, work placement and employment opportunities. 
• Tracking VCE VM students who have left school to ascertain whether or not they have employment or have undertaking further education and/or training. 
• To assist the YLCs in the behaviour management of VM students 
• To support VM staff with difficult classes 
• To hold pathways meetings with parents and other stakeholders for those students who are unable to achieve success in the VM programs and cannot continue at BCC 
• To be the key contact for VDSS providers 
• To ensure that all VET purchasing agreements are signed 
• To manage the VET budget and ensure all VET invoices are paid 
• Any other duties as required by the Campus and/ or College Principal (Eg. PLT leadership)

• 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.