Location Profile COLLEGE PROFILE, VISION AND VALUES Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey - one of the fastest growing municipalities in Australia. Our college has an enrolment of 840 students and is projected to rise further. Over recent years, the cultural mix of the College has evolved, with students coming from over 50 backgrounds and nationalities. Our College Vision, "Empowering students for learning and life", is lived on a daily basis through both our classroom practices and co-curricular opportunities. Our College Values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all. These are recognised with students through an active SWPBS framework known as Lyndhurst Legacy whereby staff can recognise students for their demonstration of College Values to accumulate points, which contribute to regular awards given at year level and whole school assemblies. WHAT DO OUR STUDENTS AND STAFF SAY ABOUT LYNDHURST SECONDARY COLLEGE? In the 2024 Student Attitudes to School Survey, our students reported positive results that were above both similar schools AND state results in EVERY single measure. This includes important areas such as effective classroom behaviour, stimulated learning, having an advocate at school, a sense of connectedness and high expectations for success. In the 2024 School Staff Survey, our staff reported positive results that were at or above both similar schools AND state results in 27 of a total 31 measures. This includes important factors such as having a collective focus on student learning, instructional leadership and staff safety and wellbeing. COLLEGE-WIDE APPROACH TO KNOWING OUR STUDENTS The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students. We have school-wide, consistent approaches to classroom routines and classroom/behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective. In 2024, we commenced the work of implementing the Berry Street Education Model framework, with all staff undertaking 4 days of professional learning. We also have a daily 10-minute home group and weekly Mentor period where teachers work with the same teacher who deeply knows their group of young people and works with them to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways. CURRICULUM OFFERINGS Our curriculum offers a range of flexible learning options and support programs. This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum. The college is also home to its own state of the art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year. Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10. STUDENT VOICE AND AGENCY As a college, we understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community. We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups. CURRENT STRATEGIC FOCUS Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students. The objective is to teach each student's point of need, regardless of where they on the learning continuum. This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan. Selection Criteria 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. Role 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. Responsibilities Student Leadership: Develop and regularly review the LSC Student Leadership structure, including having clear and documented role descriptions for each role Run annual application, shortlisting and interview processes for student leadership positions, as well as training and development sessions for appointed leaders Create multiple opportunities for student leadership groups to plan, run and reflect on activities to ensure their leadership is visible and valued by the community Facilitate the operation of the LSC Peer Support Program as a part of the LSC Transition Team, including collaboration with Sub School teams to schedule sessions for Year 7 students Develop and run leadership training sessions for all student leadership roles Meet with student leadership teams (College Captains, House Leaders, SRC) regularly to support students to develop and implement their own student-led action plans for positive school improvement Support student leaders to take more active roles in leading year level/Sub School assemblies e.g. MC, reports Establish and foster links for students to positively engage with the school and wider community, including opportunities to build/use their voice and leadership skills e.g. RSL, local businesses, MPs Develop a House structure that is documented and includes House point scoring systems, events and activities Lead an active House structure, including varied opportunities to participate and build pride and participation (House pride at carnivals, House days, fortnightly House competitions) Engagement - Student Voice and Agency: Plan and lead termly student forums, including an AIP priority forum (Years 7 to 12), as well as targeted year-level or cohort forums based on AToSS or other selected data Collate, prepare and present data from student voice forums to relevant stakeholders (students, staff, parents/carers) Lead the implementation of twice-annual PIVOT surveys to gather student voice in learning Develop and lead staff professional learning to analyse and interpret AToSS, student forum and/or PIVOT results, as well as plan strategies to respond to the data Prepare summaries of data and key learnings/actions and present back to students and various staff groups Develop and lead staff professional learning on student voice and agency in the classroom, including strategies to incorporate genuine student voice and agency in curriculum design Support the work of PLCs to implement student voice and agency practices in learning design and assessments Contribute to the development of sessions for transition and start up programs focused on student voice and agency in learning, as well as Learning to Learn skills and dispositions Develop and implement a consistent whole school approach to student goal setting and reflection that can be used by both classroom teachers, as well as Mentors based on assessments and reports Lead the implementation of student-led clubs Engagement - Community: Lead the college¿s Marrung (First Nations) strategy, including recognition of important dates and events Lead the LSC First Nations student group and involve in co-planning events, activities and recognitions Ensure IEPs and termly SSGs are completed for all identified and participating Koorie students (w/ AP Middle School) Establish and maintain community partnerships with key groups to provide community and engagement services for both students as well as parents/carers e.g. Melbourne City Football Club, adult English classes Lead the implementation of termly whole school assembly (Welcome, ANZAC, Achievement, Year 12 Farewell) Lead the annual implementation of the Parent Opinion Survey, including associated data analysis of results Lead the planning and operation of the annual College Awards Night Other: Plan and run events, excursions and activities related to various areas of the portfolio Liaise with the ES Marketing and Communications to promote student voice and agency as well as House pride Organise ordering/presenting of leadership badges, whole school awards and trophies/shields as required Oversee and manage the Student Voice budget Attend SIT and other leadership-focused meetings as required Update staff on leadership activities via communication as agreed by the SIT Other duties as directed by the Executive Team Model practice excellence to others with allocated classes Who May Apply 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. EEO AND OHS Commitment Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school. 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). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via education.vic.gov.au Child Safe Standards 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: https://www2.education.vic.gov.au/pal/child-safe-standards/policy DE Values The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at: https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview Other Information Please ensure that your application includes: a resume including relevant experience as well as personal details (name, address and contact numbers, business, and home) a section addressing the selection criteria and the requirements for application under the names and contact numbers (telephone and email if possible) of two referees. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. Conditions of Employment 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 VIT LANTITE 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.
