AddressLocated in the Southeast growth corridor, the College opened in 2002. The school now has more than 2,670 students and 280 equivalent full-time staff, consisting of 10 Principal Class Officers, 40 Middle Tier Leaders (LS/LT) reflected within approximately 325+ staff. There are 37 Aboriginal or Torres Strait Islander students enrolled in the College. There are 780+ EAL student enrolments across the College. We have a significant number of funded students in the Program for Students with Disabilities. The school is a welcoming place where students from many cultures learn together in outstanding facilities.
NWSP-12C Is led by a College Principal (P6) who is supported by a Head of Secondary (AP3), Head of Primary (AP3) and Head of Wellbeing and Inclusion P-12 (AP3). Along with the Manager of Finance (ES) and Manager of HR (ES), this group forms the College¿s Executive. Supporting this group is the Head of Years 7-9 (AP2), Head of Years 10-12 (AP2), Head of VM/VPC/VET (AP2), Head of Instructional Coaching (AP1), Manager of Facilities (ES) and Manager of IT (ES). In addition, to reflect the DE¿s move to the Disability Inclusion Process (DIP), the College has appointed two DIP Coordinators established at the AP1 level. Both of these positions report directly to the Head of Wellbeing and Inclusion. Further, the College has built an exceptional team of Multi-Cultural Engagement and Inclusion Assistants who comfortably work alongside the PCO, Teachers, students and their families.
The College is categorized as ¿low¿ compared to other State schools in socio-economic terms. The school family occupation and education (SFOE) index being set at 0.583. To support our families and their children, the College has a sophisticated Wellbeing Team which is overseen daily by a Manager (ES) who also reports to the Head of Wellbeing and Inclusion. Our programs are underpinned by an eclectic array of NGO¿s, DE¿s Doctors In Schools, Allied Health Services, and Community Programs such as State School Relief and Foodbank.
The College operates by our values of "PRIDE" - Perseverance, Respect, Integrity, Dedicated Teamwork and Excellence. A culture of high expectations exists in all areas of the College, and we are proud of our achievements in "getting the best from and for our students". To that end, the College provides a host of Special Programs inclusive of STEM, Melbourne Rebels Rugby Academy, MCFC Soccer Academy, Advanced Sports Program, Performing Arts (Music, Dance, Drama), Visual Arts and Multimedia.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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
- 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
SPECIAL CONDITIONS - 10 HOUR TIME RELEASE
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.
