AddressFountain Gate Secondary College was established as a Year 7-12 stand-alone school in 2009. The school is located in Narre Warren within the south-east growth corridor of the City of Casey and has a total enrolment of 1400 students. Our Leadership Profile consists of the College Principal, 4 Assistant principals, 5 Leading Teachers and 5 Learning Specialists. In total there are 184 teachers and Education Support staff.
We provide an excellent, comprehensive education for the Narre Warren community in a secure, supportive and educationally challenging environment.
The College recognises and values the diversity of its community that is drawn from different social, economic and cultural backgrounds. We have well-established relationships with our feeder Primary Schools through the Fountain Gate Cluster and ‘programs partnership’ with Gleneagles Secondary College and Hallam Senior College.
As part of our Strategic Plan, our school will aim to:
1. Continue to implement the Whole School Improvement Plan, with an increased focus on excellence in teaching and learning, by way of embedding the College Instructional Model, Guaranteed and Viable Curriculum, Professional Learning Communities (PLCs), rigorous professional development program, and peer observation program.
2. Develop a curriculum and pedagogical model that builds upon a positive climate for learning, which allows for greater student agency in learning and student empowerment across the College, via greater student leadership and decision making.
3. Increase Literacy and Numeracy growth through the use of Innovative Learning Centres, and an intentional approach through data informed differentiated learning, targeted intervention, and allied professionals.
4. Further develop teacher capacity in shared instructional leadership through professional development and coaching.
5. Design and implement a comprehensive pastoral program to focus on developing student capacity for resilience, emotional and social intelligence, independent learning and effective learning habits.
6. To enhance community engagement in learning by strengthening relationships with our feeder primary schools, and continue to build existing partnerships with parents and the wider community.
7. Further develop pedagogy, curriculum and learning environments to enable deep learning.
Our Vision: We at Fountain Gate Secondary College aim to develop independent, curious, creative and critical learners who demonstrate respect for themselves, each other and their community. We ensure a safe, orderly learning environment in which students are empowered to take responsibility for their learning, through the provision of a rigorous academic program. We empower students to embrace positive pathways that lead them towards responsible and productive local and global citizenship.
Our School Values: Fountain Gate Secondary College is committed to providing a high quality educational program that supports all students to fulfil their potential and achieve their goals in life. We understand that learning involves the curious pursuit of new ideas, insights, attitudes, knowledge, understanding and skills, which aim at fostering critical and creative thinking, and therefore deeper learning. Our values are Responsibility, Respect, Honesty and Endeavour.
SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
VET Trainers
We seek VET trainers to deliver training and assessment to secondary school students who comply with the Vocational Training Framework. We work under an auspice arrangement with national RTOs. We are recruiting additional trainers/teachers for the following established courses, which will commence in 2024 and beyond.
VET Certificates:
· Certificate III in Business (BSB30120)
· Certificate II or III Community Services (CHC32015) / Active Volunteering (CHC24015)
· Certificate II in Engineering Studies (22632VIC)
· Certificate III in Health Services Assistance (HLT33115)
· Certificate III in Information Technology (ICT30120)
· Certificate III in Sport, Aquatics & Recreation (SIS30122)
To be considered for these positions, you will be able to demonstrate the following key selection criteria:
- Current Certificate IV in Training and Assessment (TAE40116 or TAE40122) or Assessor Skill Set (TAESS00011 or TAESS00019) or VET Delivered to School Students Teacher Enhancement Skill Set (TAESS00024).
- Relevant vocational qualification and current industry skills and experience.
- Demonstrated experience in the delivery of training and assessment of nationally accredited Industry Training Packages, including requisite documentation and compliance.
- Demonstrated extensive and current experience working with students aged 15-20.
- Demonstrated knowledge of the relevant industry, including WH&S codes, industry practice, labour market trends and opportunities.
- Well-developed communication and interpersonal skills, including the ability to deliver practical and innovative training to suit the learning profiles of students from diverse backgrounds.
- Self-motivated with well-developed time management, organisational and problem-solving skills.
- Commitment to ongoing professional development and evidence of mandatory requirements.
- Demonstrated experience in monitoring and assessing student learning. Demonstrated experience using data to inform teaching practice and providing student learning growth and achievement feedback to students and parents.
Responsibilities
The role of classroom teacher may include but is not limited to:
- Direct teaching of groups of students and individual students.
- Contributing to developing, implementing, and evaluating a curriculum area or other curriculum program within the school.
- Undertaking other classroom teaching-related and organisational duties as determined by the School Principal.
- Participating in parent/teacher meetings, staff meetings, camps, and excursions.
- Undertaking other non-teaching supervisory duties.
Desirable:
· Desired VIT registration
· Relevant industry contacts are highly desirable.
the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Applications for these positions will be accepted until the CLOSING DATE; however, interviews and/or other selection processes will commence as suitable applications are received.
To apply for these positions, please submit:
- Your current resume
- Cover letter addressing the key selection criteria outlined above.
For further information contact: Duncan Threadgold
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. 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 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
- Written response addressing the selection criteria is mandatory.
- 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.
