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.
Leads inclusive and responsive teaching practices and builds staff capability to ensure every student can access, participate, and experience growth in learning.
Key Responsibilities:
Plan and deliver whole school PL and coaching of tiered supports in teaching and learning
Promote evidence-based inclusive and responsive pedagogy across all classrooms including co-construction of success criteria
NCCD data collection
Oversee Tier 2 academic supports High Ability, MYLNS, intervention / one on one tutoring programs.
Oversee SEAS applications
Coordinate Tier 3 IEPs, BSP¿s and adjustments
Coordinate Tier 3 SSG¿s for DIPs
Lead DIP program
Lead Tier 3 referrals
Overarching support of the College AIP as directed by the Principal
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 [email protected]
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
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.
Tallangatta Secondary College is a small, country, coeducational secondary college located 40 kilometres southeast of Wodonga. The school draws its enrolment of 270 students from local schools within the Kiewa Valley and the broader Wodonga district. The College currently has 50 staff - 3 Principal staff, 30 teaching staff and 17 Education Support staff). Our current Student Family Occupation (SFO) is 0.42.
Our Vision
Tallangatta Secondary College is committed to empowering all to become resilient and confident lifelong learners with a strong sense of self and community.
Our Mission
To maximise each student¿s achievement and learning growth by progressing student learning for every student, every day.
To optimise each student¿s wellbeing and engagement in learning by empowering student agency.
To build a culture of continuous improvement where high expectations, collective efficacy and accountability is our agreed moral purpose.
Our Values
Having shared values helps us to set expectations of how we should all behave and treat each other to become a school community that values high performance, strong accountability, positive school culture and continual learning.
Living our values shows us at our best and helps us achieve the goals of this strategic plan.
At Tallangatta Secondary College, our values are Respect, Aspiration and Responsibility (RAR) and are embedded in all our actions and decisions as a school community.
We are committed to providing a broad range of curriculum and extra-curricular programs, whilst maintaining a student-centred approach to meeting individual student needs.
Students in Years 7-10 participate in a common curriculum at their year level to ensure access to all core learning areas (English, Maths, Science, HPE, Humanities). They are also provided with the opportunity to select electives from the areas of Visual Arts, Performing Arts, Technology. In addition to this, students in Term 4 of Year 9 will undertake a compulsory Future Makers class in place of an elective, and students in Year 10 have the option of a Peer Support elective in Term 1.
Homegroup mentors play an active role in monitoring and advising students of subject selections and are the point of contact for parents if they have concerns or questions regarding the process. Students recognised with particular strengths or areas in need of consolidation will be catered for as part of our Inclusive and Responsive Teaching Framework.
We also proudly offer extensive VET and VCE to students in Years 11 ¿ 12 to ensure a managed individual pathway approach is taken as students¿ transition through their senior years of schooling.
In addition to the curriculum unit offerings, the school offers a broad range of co-curricular programs including Student Leadership Team, Youth CFA, Tallangatta Herald Newspaper, Instrumental Music, Biennial Northern Territory tour.
The College has a one-to-one provision of leased school nominated devices as a learning tool and utilizes Compass as the web-based school management platform. Eight cycles of GPA L reporting supported by termly Student Led Conferences (SLC) ensures learning progress is monitored, shared, and celebrated.
A School Wide Positive Behaviour Support framework (SWPBS) builds a positive learning environment, along with our College values - Respect, Aspiration and Responsibility (RAR),
7 ¿ 12 homegroups and mentors. The College has a school nurse and a Mental Health Practitioner.
Tallangatta Secondary College supports teachers to reflect and build their capacity through collaborative structures such as Professional Learning Communities and Team Tuesday and Team Thursday. Effective Teaching Techniques (ETT) is our whole school instructional model.
