Location Profile Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and is going through exciting change. Over the next 2 years; -HSC will be reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey. -The school has progressively moved from a Year 10-12 to a Year 7-12 school allowing it to increase enrolments. -The current strengths at senior level in vocational education and its Sports Academy to be supplemented by a broader offering of VCE subjects for its growing student cohort. Our Vision and Mission is to create a school that; -Is a true learning community -Is a safe, calm and happy environment -Is a place students wish to attend, staff want to work and parents feel welcome -fulfills student potential, and -prepares students for life beyond school Our current enrolment sits at over 500 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many Senior students travelling in from further afield. Our current staffing profile consists of an Executive Principal, three Assistant Principals, six Leading Teachers, four Learning Specialists, 56 Classroom Teachers and 30 Educational Support staff. We are a medium sized College serving a culturally and ethnically diverse community. Our size enables us to know every student and offer a range of programs that are more commonly found in a large school. Our 2022 to 2026 Strategic School Plan goals are to: -Maximise each students achievement and learning growth, and -Maximise each students wellbeing and engagement in learning Our Values of Achievement, Care and Equity underpin all our work. We use the metaphor of a learning compass to develop the types of competencies students need to successfully navigate towards the future we want, individually and collectively. Just as a compass orients a traveller, the HSC Learning Compass indicates the knowledge, skills, attitudes, and values students need not just to weather the changes in our environment and in our daily lives, but to help shape the future we want. Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our Senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success. The College has three Centres of Excellence that enrich and extend the curriculum. These are; -Sports Performance -Arts and Performance -Technology Innovation As one of the largest school-based Registered Training Organisations in Victoria our Senior students can access the Hallam Valley Trade training Centre which provides a wide range of applied learning courses on site. Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classro9om visits. Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion. The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices. 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. SC6 Demonstrated ability to implement a high-quality coaching model that supports staff growth and development specific to Berry Street Education Model strategies to create a safe and productive learning environment. 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 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 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 POSITION DESCRIPTION The position of BSEM learning specialist must be trained in the Berry Street Education Model (BSEM)as this position will lead and support the implementation of trauma-informed strategies within our school. This position requires a highly skilled classroom practitioner who models exemplary teaching and can coach colleagues, provide professional development, and use the BSEM framework to improve student self-regulation, engagement, and academic achievement on a whole school level. This involves: Responsibility for leading, managing and supporting regular BSEM professional learning for all staff Alongside the Engagement and Wellbeing Executive develop and implement the `How to Hallam - An instructional playbook for Positive Behaviours for Learning and BSEM strategies¿ playbook. Responsibility for leading, managing, and supporting teaching staff in the writing and delivery of the ACE curriculum, alongside the Sub School Leaders and Year Level Coordinators. Responsibility for leading, managing, and supporting teaching staff in the implementation of BSEM school wide strategies. Responsibility for coaching new and existing staff in BSEM strategies. Involvement with other Teaching and Learning and Engagement and Wellbeing initiatives when required. Take responsibility for School Strategic Plan and Annual Implementation Plan actions and outcomes. The BSEM Learning Specialist reports directly to the Engagement & Wellbeing Assistant Principal and Principal. STUDENT OUTCOMES FOCUS Develop and support teachers to develop curriculum documentation and lesson plans which include BSEM strategies Coach teachers to use and improve their BSEM practices, focused on improving student outcomes, relationships and safety at school. Demonstrate understanding and ability to model BSEM pedagogy, implementation strategies and school curriculum priorities. Advocate for continual improvement of student-teacher relationships and student outcomes at a whole-school level. LEADERSHIP FOCUS Be an active member of the SIT and Engagement and Wellbeing executive team. Work closely with the Principal class to establish consistent protocols and practices, and support staff in priority areas. Lead and manage the implementation of whole-school improvement initiatives related to the ACE program. Lead the continual implementation of BSEM strategies for specific year levels and cohorts and areas within the school for example; Sub Schools (junior, middle and senior), Wellbeing Team and Breakfast Club Develop and deliver individual and whole-school PD. Provide ongoing, research-based coaching and mentoring to improve BSEM strategies. Facilitate peer observations and coaching cycles to promote shared learning. Provide constructive, strength-based feedback to teachers to encourage growth. Model and co-teach best practice to foster a culture of continuous improvement. Create a safe space for teachers to experiment, take risks, and refine their practice. Lead the Respectful Relationships team at the college including; attending cluster workshops, ensuring the implementation of RR in the curriculum across all year levels and leading a whole school approach to respectful relationships. ORGANISATIONAL FOCUS Attend and contribute to SIT and Engagement and Wellbeing executive meetings. Organise and lead meetings in relation to the ACE program Liaise with Leading Teachers, Sub-schools, and Learning Specialists regarding BSEM priorities Manage, design, and deliver BSEM PD to staff. Attend external BSEM PD Attend external meetings with stakeholders as required. COMMUNITY FOCUS Foster relationships with parents and the broader community by sharing opportunities for parental education through BSEM Maintain and foster relationships with other schools who are implementing BSEM Work closely with Berry Street spotlight schools fostering a positive relationship to implement professional learning. 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.
