Leading Teacher - Year 10 Leader of Engagement

Imagine joining a school where the Principal, Leaders and staff are deeply involved in daily life, actively supporting each other to foster an environment that reflects our Western Port Way. Are you seeking a school with an amazing staff who collectively support and build each other up, and who truly get along and enjoy working together, making the workplace one where no one wants to leave? With a highly relational approach, you'll find the Principal Class actively engaged in the college community, visible daily at the school gate, in and around classrooms, on yard duty, supporting School Wide Positive Behaviour Support (SWPBS) processes and interacting with the students. With an open-door policy, they warmly welcome any staff member seeking support or a conversation, or any student seeking advice or counsel. They wholeheartedly foster a collaborative environment, where everyone is not only heard but also valued.

Are you looking for a school who has high standards where students are respectful and well behaved, displaying positive attitudes and a strong eagerness to learn. Our consistent and predictable routines ensure from the moment students walk in they are one time, ready to learn and equipped to enthusiastically engage in a harmonious and productive classroom atmosphere. Low variance, knowledge rich curriculum units are building across our school and these are support by the use of evidence informed, science of learning practices which maximise the learning process. This positive environment fosters academic and personal growth, making our college a wonderful place to work and learn. For times when our students are not ready to learn or exhibiting behaviours that are not reflective of our college values of Community, Achievement, Respect and Engagement (CARE) we have arguably the most effective and well-resourced support system in the network. We have a strong SWPBS model that is resourced with a full-time Rover (youth worker or teacher) who monitors a live call-out system through Compass when teachers need support in their classroom. The average wait time for support to reach a classroom is 2 mins, where the Rover works with the teacher to either rectify the situation or remove the student if necessary. Students removed attend a supervised space staffed by Leaders and the Principal Team who follow up and deal with student issues while attempting to return them to their learning program the following period where possible. Click on this SWPBS link for further information and to view videos of these processes in action.

In line with our supportive and well-resourced school, our college has experienced significant growth. Our student enrolment numbers are around 760 students, making us a beautifully sized secondary college. Big enough to offer the full suite of VCE subjects, but small enough to know every student by name and build relationships with families. Year 7 enrolments have doubled in recent years, as we have become the school of choice in our community and a place where students love to learn, and staff love to teach. 

Aspirant or experienced leaders wanting to join a tremendous team and who are looking for teachers with similar values: collaborative, trusting, hard-working, dedicated, committed, flexible in their thinking, open, and most importantly, a willingness to make the workplace enjoyable! Our staff bring together a mixture of skills and expertise, but all demonstrate these values and work together to support one another. Our staff take immense pride in this welcoming, inclusive, and enjoyable atmosphere, where we all work harmoniously towards our common goals.

At Western Port Secondary College, we strongly encourage and model work/life balance. School starts at 8:30 am and concludes at 3:00 pm. This means that on a meeting night, staff are leaving at 4:30 pm or on a non-meeting night, 3:30 pm. We aim to promote a focus on other important things, like self and family. 

Our meetings are set around school priorities, with Curriculum and Instructional Practice the focus, and not deviated from, to allow staff to maximise their time and undertake collaborative work and learning together. 

We have new, modern facilities, including a 12 million dollar architecturally designed Senior and Junior Hub and dedicated Wellbeing Wing, domestic and industrial kitchens, science labs, visual arts, and performing arts spaces, a gymnasium as well as expansive, manicured grounds. We sit on over 7 hectares with loads of space for students to enjoy with 3 ovals, outdoor courts and an amazing new Dream Court space for Ready to Learn plans and lunchtime recreation. 

We encourage you look over our social media profile and read through the comments from staff members and our families or reach out and speak to any staff at the college. You can find us at http://facebook.com/westernportSC 

If after reading our profile, if you are at all interested in this exceptional opportunity, we urge you to reach out to our Principal, Chris Quinn. His passion for showcasing our school extends to providing an immersive firsthand experience of what it truly means to work at Western Port Secondary College. Scheduled tours are highly recommended for prospective candidates which will be facilitated by Chris or a member of his Principal Team.

Looking forward to meeting you.

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.

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.

1. Core Responsibilities ¿ All Leading Teachers (Years 7¿12)

Teaching and Learning

• Lead whole school improvement initiatives aligned to the Strategic Plan and AIP priorities

• Improve the quality of teaching through modelling, coaching and professional learning

• Conduct learning walks and use evidence to refine instructional practice for all preconditions for learning at the relevant year level or program

• Actively monitor and respond to observations to ensure the preconditions for learning are met.

• Modelling exemplary classroom practice through peer observations

• Oversight and responsibility of quality IEP¿s within Year Level/Sub School in collaboration with the relevant Learning Specialist

Leadership of Staff

• Lead and manage teams of Coordinators and Teachers

• Develop staff performance through instructional coaching and feedback

• Build a culture of collaboration, accountability and high expectations

• Support induction and development of early career teachers

• Oversee the effective functioning of a year level or sub school space with high expectations

Student Achievement and Wellbeing

• Lead the positive preconditions for learning across the year level/sub-school

• Use data (Attendance, Reset, Compass, AToSS etc) to identify trends and drive interventions

• Lead 5 weekly Inclusion panel discussions, data collation, referrals and actions/outcomes

• Liaise with Learning Specialists regarding students discussed at Academic Panel to ensure a coordinated approach to agreed intervention/supports.

• Oversee SSG processes for students at risk in their engagement and behaviour

• Ensure consistent implementation of college wide routines, SWPBS processes and Berry Street Education Model techniques including Ready to Learn processes within year level or sub school

• Support increased student voice and leadership opportunities

School Improvement and SIT

• Actively support the direction of the School Improvement Team (SIT)

• Lead implementation of Key Strategic Plan priorities

• Contribute to policy development and school wide initiatives

• Develop and monitor Action Plans with measurable impact

• Actively contribute to the varied day to day needs of school operations

Community and Engagement

• Establish and maintain strong partnerships with families and the wider community

• Ensure high quality communication and engagement strategies

• Develop parent capacity to support attendance and engagement

• Organise and execute relevant year level information evenings and events

Operational Leadership

• Oversee year level processes (attendance, transitions, behaviour)

• Ensure effective management of facilities and learning environments

• Oversee ATOSS and school improvement surveys

2. Year Level Specific Responsibilities

Year 10 Leading Teacher

• Lead transition into Senior School expectations and pathways

• Oversee careers education and pathway planning with the support of the careers team

• Lead the Course Conversation and Subject Selection process in conjunction with AP¿s (Senior School and Curriculum)

• Lead VCE / VM readiness program (transition program)

• Strengthen engagement and attendance outcomes through whole school initiatives 

• Co-lead Senior School redemption policy and processes

• Oversee Year 10 iCARE curriculum planning and delivery

• Lead Year 10 Work Experience Program

• Attend/Lead Year 10 Camp and Year 10 Formal

• Oversee any additional Year 10 events

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.

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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.

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

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

Tours facilitated by Chris and/or a member of his Principal Team can be arranged, please email **************@education.vic.gov.au to arrange a suitable time.

Key Performance Indicators

Whole School KPIs (All Leading Teachers)

• Demonstrated improvement in student learning outcomes
• Evidence of improved teaching practice across teams
• Successful implementation of iCARE and specialist programs
• Completion and monitoring of quality IEPs
• Increased staff capability (measured through School Staff Survey and WPSC surveys)
• Successful implementation of AIP priorities
• Improvement in student engagement and wellbeing data (AToSS)
• Strengthened parent engagement and communication
• Inclusion panel referrals
• Improved attendance and retention data

Year 10 KPIs

• Successful subject selection aligned to pathways
• Improved retention into Years 11¿12
• Student engagement in Year 10 Work Experience
• Student readiness for VCE/VM pathways

• 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

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.