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 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. Role 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. Responsibilities Curriculum Leadership: Lead and contribute to achievement of actions and activities from the AIP, with a focus on the Learning priority Lead and support staff to design modified and alternative Common Assessment Tasks (CATs) aligned to the curriculum architecture, including the creation of modified rubrics and other tools to give feedback on learning Develop and lead the implementation of common scaffolds for whole-school adoption, with a particular focus on scaffolds that support literacy and numeracy demands across subjects and learning areas Develop and teach model lessons that showcase inclusive practices including differentiation and scaffolding Staff Capacity Building: Co-lead staff in the use of Maestro as a key data platform, including as the first phase of the termly PLC cycle to construct instructional groups and identify cohort needs for consideration for learning and assessment (w/ AP and PPL) Lead the development and implementation of professional learning focused on: Understanding and analysing a range of learning, engagement and wellbeing data to inform learning design and pedagogical choices for inclusive education Differentiation, including differentiation of content, process, product and learning environment Scaffolding to support student learning, including the implementation of school-wide and learning area specific scaffolds, tools and routines Support the new staff professional learning program by developing and facilitating workshops focused on differentiation and inclusive practices Support the ES Inclusion Leader and other staff to build capacity of the following teams to support student learning and engagement needs in the classroom: ISOs, MEAs, Tutors (TLI), MYLNS Improvement Teachers Coach and mentor teachers to successfully implement inclusive practices as part of the college¿s observation, coaching and mentoring framework, including inviting others to observe own classes and practice Attend and support PLCs across all learning areas to implement inclusive practices in their curriculum design Collaborate with Sub School Teams to plan and implement Team Around the Learner meetings and documentation to support staff to implement staff to action recommendations and strategies Disability Inclusion Leadership: Co-lead the development and regular review/refinement of the college¿s IEP proforma to ensure it is usable for staff, accessible for students, parents and carers, and meets DE requirements Lead staff professional learning and collaboration sessions on writing and reviewing high-quality, curriculum-aligned IEP goals that best meet the needs of students, including the incorporation of student voice in the process Lead the implementation of pedagogical practices and curriculum design processes that support the Disability Inclusion Profile application process Support staff working with students with Disability Inclusion Profiles to implement strategies/recommendations across the domains and educational activities based on reports and advice from internal/external professionals Develop and lead staff professional learning on the Disability Inclusion reform, including understanding/noticing functional needs across the domains and educational activities, as well as strategies to successfully support students with additional needs and presentations e.g. ASD, ADHD, ODD, Dyslexia, Dyscalculia etc. Develop and implement evidence-based proformas and documentation practices to support DIP applications Complete, and support others to complete, documentation required for DIP evidence of adjustments Prepare specialist reports (e.g. ROSI) as a specialist of inclusive practices at the college Work with other members of the Disability Inclusion Team to identify individuals/cohorts for teacher/ES support using a range of data and information sources Collaborate with other members of the Disability Inclusion Team to identify Tier II/III interventions including support of the implementation of interventions as required Other: Liaise with the ES Marketing and Communications to promote inclusive education and practices Develop, lead and attend parent/carer information and learning sessions as required Facilitate parent/carer learning about inclusive education, functional needs and how parents/carers can support their students to best enable participation in their education 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.
