Location Profile Victoria University Secondary College is a multi campus school, comprising of a Junior Campus located in Deer Park, a Senior Campus with a Trade Training Centre located in Cairnlea and a Flexible Learning Option ¿ iCAN centre located in St Albans. Our college has approximately 1225 students from years 7 to 12 and services the residential area of Cairnlea, Deer Park, St Albans and environs in the western suburbs of Melbourne. Our college provides a broad range of personal, academic and practical experiences for our students who come form diverse cultural and social backgrounds. Victoria University Secondary College challenges students to, create the future by adhering to our school values of aspiring to achieve , strengthening the community and respecting themselves and others . Victoria University Secondary College is a Professional Learning Community (PLC) Link school. PLC link schools approach to learning, is to share ideas, enhance teaching practices and create an environment where all students can reach their full potential. Victoria University Secondary College empowers members of our learning community to develop control over their own thinking and actions. Our college encourages our members to develop self belief and confidence to persevere with their learning challenges. Victoria University Secondary College focusses on reflective thinking and collaboration. This college focus encourages our students to become independent learners, work collaboratively and share ideas and resources while respecting and recognising individual contributions. Victoria University Secondary College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. Our strategic intention is to maximise opportunities for all our students by developing their talents and challenging them to have high aspirations, so they can achieve their potential and become logical, self-aware, collaborative and inquisitive students. Importantly, Victoria University Secondary College seek to develop students skills and competencies so they are well prepared for their future study and future workplace. 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 perform a dual role that encompasses providing leadership broadly to the College by taking responsibility, together with the Principal class, for the College meeting its vision and strategic plan. As well as this general role, leading teachers take responsibility for improving the skill, knowledge and performance of the teaching workforce and manage a significant area or function within the College. The School Leader will provide strategic leadership at their Campus, with the view to achieving the College¿s strategic plan goals relating to student outcomes, wellbeing and attendance. Leadership Role at VUSC Implement whole-school improvement initiatives related to the College¿s strategic and annual implementation plans Work with the Principal team to provide leadership and modelling of College values Attend and actively contribute to Campus Leadership meetings, School Improvement Team meetings, CQAT meetings and all other relevant College meetings as directed Attend all College events Adopt College teaching and learning practices in your own classroom and model these to other teachers Build teacher capacity through classroom visits and learning walks, and encourage open classroom practice Support staff to implement the College child safety and wellbeing policies in place to support, promote and maintain the safety and wellbeing of students Contribute to professional learning at the College Conduct performance reviews for several staff Deputise for the Principal team as required, including supporting the education support staff until 4.40pm Other duties as directed by the Principal. REPORTS TO: Campus Principal Responsibilities Student Progress Develop policies and processes to be implemented in consultation with other key staff, to ensure that every student is monitored academically in a consistent and ongoing manner Ensure all students complete progress report reflections and set appropriate and achievable academic goals to promote further progress and address skill deficiencies Ensure individual learning needs are met for those students at either end of the learning spectrum including those with learning difficulties and those with special gifts and talents Manage and oversee the implementation of NAPLAN (Junior Campus only) In collaboration with Year Level Coordinators, identify and monitor students at risk of not meeting their full academic potential Oversee students placed on Work Habits Trackers and keep abreast of their progress In line with the Goals for Success Policy, oversee communications with parents/guardians for those students who are deemed at risk¿ In collaboration with the Disability Inclusion Leader, assist in the implementation and monitoring of targeted supports for these students Support the transition of EAL/Refugee students from English Language Schools to mainstream classes Track the progress of international students and keep the Assistant Principal in charge of these students informed Student Progress ¿ Senior Campus Only Lead and manage the implementation of VCE/VET/VM/VELs in the Victorian Curriculum Lead and manage the administration of VCE and VCE VM Ensure that the VCE and VCE VM Student Handbooks are updated each year and contain accurate information relating to teaching and learning, assessment, study and homework Monitor and advise students on selection and changes to courses appropriate to their learning needs Create a schedule for VCE SACs at the beginning of each year Ensure VCE teachers are adhering to College processes regarding resits and assessments Liaise with VCE teachers early in Term 3 to identify students who are at risk of not completing VCE and initiate communications with parents/guardians Attendance and Behaviour Transition Assemblies Assist Year Level Coordinators and SRC Coordinators to run assemblies where required Other Duties Organise, lead and implement relevant campus events (including summer activities for Year 7-9 students ¿ Junior Campus only) Assist with the organisation and implementation of whole college events Support the Year Level Coordinators Establish agreed processes to ensure a safe and orderly learning environment within the campus, including overseeing the work of the Year Level Coordinators who run assemblies and manage student discipline including detentions, lateness to school and out of uniform Supervise lunchtime and after school detentions where required Ensure that Home Group teachers are supporting student wellbeing and engagement, and making regular contact with parents/guardians Lead the analysis and use of student data (eg. Achievement, behaviour, attendance, AtoSS, Resilient Youth Survey, Compass chronicles) to inform teaching and intervention strategies Develop and oversee the implementation of examination/NAPLAN schedules and liaise with the Daily Organiser regarding staffing for timetables Assist in the implementation of the Respectful Relationships curriculum and attend meetings as required Lead and manage the implementation of school operations and policies related to student wellbeing and engagement Work in conjunction with the Student Wellbeing Team Maintain contact with the Junior/Senior School Leader to ensure consistency across the campuses Facilitate the administration of internal and external scholarships for students Other Duties - Senior Campus only Liaise with the VCAA, TAFE, Distance Education and other curriculum bodies to ensure the effective provision of the school¿s courses Extend and develop Collaborative Study Groups (with the English Domain Leader) Manage the VCAA reporting programs and processes and ensure compliance by the college Organise and present parent and student information concerning subject selection and tertiary entrance procedures Liaise with the VASS Coordinator to ensure the accurate and timely enrolment of students into the VASS system Team facilitation responsibilities: Plan and facilitate regular team meetings with Year Level Coordinators focused on discussion and evaluation of student progress, engagement and wellbeing Facilitating school-wide staff development on understanding & interpreting data Regularly provide a summary of meetings to school leadership. Student Progress Develop policies and processes to be implemented in consultation with other key staff, to ensure that every student is monitored academically in a consistent and ongoing manner Ensure all students complete progress report reflections and set appropriate and achievable academic goals to promote further progress and address skill deficiencies Ensure individual learning needs are met for those students at either end of the learning spectrum including those with learning difficulties and those with special gifts and talents Manage and oversee the implementation of NAPLAN (Junior Campus only) In collaboration with Year Level Coordinators, identify and monitor students at risk of not meeting their full academic potential Oversee students placed on Work Habits Trackers and keep abreast of their progress In line with the Goals for Success Policy, oversee communications with parents/guardians for those students who are deemedat risk¿ In collaboration with the Disability Inclusion Leader, assist in the implementation and monitoring of targeted supports for these students Support the transition of EAL/Refugee students from English Language Schools to mainstream classes Track the progress of international students and keep the Assistant Principal in charge of these students informed 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 This is a multi-campus college and travel between campuses may be required. Please submit responses to Selection Criteria with your application. 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.
