Location Profile At Heathmont College students feel safe, while at the same time challenged and supported by a positive school culture. Many opportunities are provided for students to be the best they can be. We are immensely proud of our strong student leadership program, passionate sporting teams, outstanding languages programs and vibrant performing arts curriculum. We invite you to join our community of learners at Heathmont College. We undertake to do our utmost to provide our students with the knowledge and skills they need to reach their goals. In return, we expect students to work hard, to do their best and most of all - to enjoy their educational experiences. Heathmont College has adopted a House system with 4 Houses. This has enabled a vertical management structure to look after the educational and wellbeing needs of all students. A mentor program and whole school implementation of Positive Education will enhance student and staff connectedness. The College offers a traditional VCE course of study with students in Year 10 being able to access a range of VCE Units 1 & 2 to enhance their study. A VM course of study at Intermediate and Senior levels is offered to selected students. Students in Year 9 follow a traditional course of study with the addition of our LiFE Program designed to challenge and engage students. A variety of enrichment and excellence programs are offered across the College. Students in Years 7-11 can apply for selection to our Sports Academy. In 2022, Heathmont College opened our new state of the art Sports Stadium, a facility that hosts the Heathmont College Sports Academy Program as well as community competition basketball. 2024 saw the completion of our Performing Arts Centre which is host to our annual school production. Data is used extensively by teachers to differentiate instruction and to help all students experience success in their learning. We are proud of our students¿ academic success. At Heathmont College we value and encourage: Curiosity - We approach our learning with a sense of hope and positivity. We celebrate learning growth and achievement and support the aspirations of others. Compassion - We are guided by respect for each other and our differences. We show kindness to ourselves and others to help us build resilience to achieve together Community - We strive to build positive connections. We listen to and respect all contributions and work together to create positive impact. 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 The position provides leadership at various levels of 'connection' including: Connection to others The leading teacher will: in conjunction with the Year Level Coordinators, House Connection Coordinator and Whole School Transition coordinator, support the running of student focus groups and other feedback activities to identify strategies to enhance student connection through agency, support the development of cross age mentoring programs to support students to seek and receive help from each other, support the wider leadership team to implement Restorative Practice across the school to build student empathy and understanding and enhance relationships between all members of the Heathmont College Community, Develop and manage a school Alumni program to support the ongoing connection of students to the Heathmont College community whilst work in this area has started in an ad hoc way, this will be a new piece of work for the immediate future of the college. The incumbent of this position will have the opportunity to develop a strategy to achieve this goal (no strategy currently exists). Connection to Culture The leading teacher will: act as the school's Marrung Lead and lead programs to support the learning of Aboriginal and Torres Strait Islander knowledge and perspectives and the support of all community members who identify as First Nations peoples. This role involves: Working with students who identify as First Nations peoples and their families to connect them to each other, the school and their culture as driven by the student and their family. This work involves ensuring that all such students have an IEP that is strengths based and developed in collaboration with them and their families, most often in SSGs, identify opportunities for students to engage in cultural learning programs and activities, work with staff to incorporate Aboriginal and Torres Strait knowledge ad perspectives into all subject areas and enhance the learning experience for all students, engage with regional supports and workforce (KESO primarily) and attend Marrung professional learning events, oversee and support the organisation of celebrations for key dates in the calendar including NIADOC week, National Sorry Day, National Reconciliation Week and others. Connection to community The leading teacher will: Support students to connect to the wider community in several ways including: overseeing the development of the Heathmont Gazette and using this as a device for connection with the broader community working with other members of the leadership team to identify and run activities and events to enhance community connections and opportunities in the areas of careers and interests organise and manage community events at the college develop links with local business and community groups to enhance opportunities for Heathmont students. This may include the oversight of philanthropic arrangements to support various programs (including the FLO program). It will also involve supporting the careers team with the organisation and implementation of work experience opportunities and other such programs for students in the middle school years. Support the development and implementation of strategies to enhance parent engagement with the college and develop stronger links between families, the staff and the wider community. Accountability Who you report to This position reports directly to the Assistant Principal overseeing priority cohorts and transitions. You will work closely with other members of the leadership team including the Leading Teacher of Curriculum and Programs and the Leading Teacher of Careers and Pathways. Who is in your team You will be working directly with incumbents in the following positions: The coordination team (to identify students and strategies for engagement beyond the school boundaries) The Whole School Transition Coordinator Responsibilities 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. 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 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.
