• Job ID 1242068
• Commencement date: 28/01/2022 to 27/01/2024
• Ongoing
• Salary: CT 3-1 to CT 3-2  $113,079 to $118,620

Melton Secondary College is a large co-educational government secondary school for students from Years 7 to 12 with a population of approximately 1300 students and 170 staff.

Our vision is for a flourishing learning community achieving high levels of academic growth and bright futures for every student. This vision statement captures the ambition our community shares for educational excellence. It guides our commitment to student achievement, engagement and wellbeing and the impact of our work is evident through steadily improving student outcomes. These results have been achieved through the development of a guaranteed and viable curriculum, rigorous and purposeful pedagogy, the inclusion of genuine student voice, leadership and agency, and a positive learning environment based on our STARR Values of Success, Teamwork, Ambition, Respect and Responsibility. We celebrate the richness of our multi-cultural community and were the 2019 recipient of the Victorian Multicultural Excellence School Award.

The college articulates a strong sense of purpose and a commitment to building cycles of success and confidence for every student. Teachers work collaboratively in Professional Learning Teams, using assessment data to inform planning and the High Impact Teaching Strategies to maximise student learning growth. Professional learning is ongoing, embedded in the core work of practice and remains focused on improving student outcomes. The college has a strong culture of peer-to-peer coaching in the pursuit of continuous improvement, participates regularly in collaborative projects and improvement initiatives with the local community, network schools, tertiary institutions and DET Victoria.

Differentiated learning approaches are available for individual students in every class and through the High Ability Program, Getting Ready in Numeracy (GRIN), Literacy Interventions programs and Flexible Learning Option satellite campus. There is a school wide focus on the development of literacy, numeracy and STEAM (Science, Technology, Engineering, Arts and Math) skills. An iPad program has been established in partnership with Apple Education and is being successfully implemented across the curriculum.

A large team of Education Support staff work closely with teachers in a range of settings and functions to support student learning. This includes wrap-around student support teams, such as our Wellbeing, Community Liaison, Learning Support, Interventions and Careers teams.

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.

ABOUT THE ROLE

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.

KEY RESPONSIBILITIES

• Oversees maths curriculum, pedagogy, programs and professional learning from 7-12.
• Maths Learning Area Leader, including responsibility for development and documentation of, and fidelity to, maths Guaranteed and Viable Curriculum (GVC); resource management; and support of all maths staff including Casual Relief Teachers at the college.
• Collaborates with various college leaders and staff involved in improving numeracy outcomes to deliver numeracy support programs.
• Works closely with Junior and Senior Numeracy Learning Specialists to steward the Numeracy Improvement Plan.

SPECIFIC DUTIES 

Whole School Leadership

• Successfully lead and manage the implementation of whole school improvement strategies.
• Lead change using the Framework for Improving Student Outcomes (FISO) Improvement Cycle to implement the Melton Secondary College vision, School Strategic Plan and Annual Implementation Plan.
• Contribute to the delivery and success of the School Strategic Plan and Annual Implementation Plan goals and priorities by ensuring a data-informed approach to implementation and evaluation.
• Lead a Professional Learning Team (PLT).
• Implement instructional coaching via the MSC coaching model to support the development of high-quality pedagogical practice focused on positive behaviours in every classroom.
• Oversee the Performance and Development Plan for a group of staff.
• Steward the Numeracy Improvement Plan.

Maths Learning Area Leadership

• Ensure that the impact of curriculum delivery within the Learning Area is regularly evaluated using student assessment data.
• Ensure the consistent delivery and accurate alignment of curriculum, assessment and reporting of student performance across the year levels.
• Ensure that curriculum is current and documented according to the college policy and protocol in the GVC process.
• Ensure that course outlines, curriculum maps, assessment schedules and exam materials are completed according to the college policy in a timely manner.
• Structure and guide the work of the PLTs within the Learning Area to implement data-driven practice.
• Steward Department of Education and Training (DET) intervention programs focused on lifting the maths achievement of student groups. 
• Lead the implementation of the NAPLAN preparation plan.
• Promote success in the Learning Area to the wider school community.
• Prepare and manage the annual Learning Area budget and manage and provide resources from the approved budget.
• Liaise with Learning Area staff and the Executive Leadership Team in the construction of teaching allotments.
• Ensure that the booklist recommendation occurs with Learning Area input, is approved by the Director of Curriculum and Enrichment and entered accurately.
• Ensure the reliable delivery of the curriculum in the event of staff absences, including providing subject-specific induction and support to Casual Relief Teachers.
• Be an active member of the Curriculum Leaders team.
• Other duties as determined by the College Principal in consultation with the incumbent.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 here.

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available here.

Other Information

MELTON SECONDARY COLLEGE STAFF VALUES, VISION, BELIEFS AND COMMITMENTS

Our values:

Success; Teamwork; Ambition; Respect; Responsibility

Our vision: 

A flourishing learning community achieving high levels of academic growth and bright futures for every student

We believe that: 

• All students can learn.
• All students are our students.
• Learning is the fundamental purpose of our school.
• A positive climate for learning, professional leadership and community engagement are vital to achieve excellence in teaching and learning.
• A growth-mindset and collaboration are vital for professional learning

We are committed to: 

• Having high expectations of ourselves and our students.
• Doing our best to meet our responsibilities at all times.
• Maintaining positive health and wellbeing so that we can perform at our best.
• Taking the initiative to learn and look for solutions to challenges when they arise. 
• Supporting others to learn through observation, feedback, reflection and practice.  
• Building positive relationships based on Unconditional Positive Regard. 
• Promoting and celebrating our success.

Submit your CV, cover letter and responses to the Key Selection Criteria to Emily Pearson, Assistant Principal – Director of Operations by uploading it to the Recruitment Online portal by clicking apply now.

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.

Eligibility for incentive payments:

• The successful candidate must be a new employee to this school
• A minimum commitment of 2 years employment in this position

Retention payments will be paid at the end of the second, third, and fourth year of employment in this position, subject to successful completion of each year respectively.

For information on relocation and removal assistance, refer to ‘Reimbursement of travel and personal expenses - teaching service’ policy available here.

Detailed information on all terms and conditions of employment is available on the Department's Human Resources website.

Program Benefits

This position attracts an incentive payment of $9,000 (pre-tax) for the successful candidate who meets the eligibility criteria set out under conditions of employment.

A $9,000 (pre-tax) annual retention payment is available at the conclusion of the second, third and fourth year of employment.

More information about Targeted Financial Incentives is available here. 

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.