Our way of doing things at GSSC
The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.
Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school¿ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.
Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.
Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.
In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.
This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.
Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.
Our facilities
Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.
A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC¿s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.
Our people
They say it takes a village to raise a child and the same goes for our school community ¿ we simply could not do it without our talented, diverse and passionate teaching and education support staff.
Whether it¿s in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.
Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.
Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.
The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.
Our community
GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.
GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.
Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.
The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.
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More about our First Nations history and diversity here: Shepparton and Goulburn Valley Destination Rebrand Hero Video - YouTube
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More about the Greater Shepparton community here: https://greatershepparton.com.au/region/moving-here
Our history
GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton¿s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.
GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.
Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2022 bringing students from all four campuses onto the one site.
Relocation Assistance
Our Community Connector Program provides a service to support employees contemplating applying or accepting a position with a Greater Shepparton organisation, or those who have already accepted a job and are needing to move to the region to start their role
The program can assist with:
Finding a home
Finding a job for your partner
Determine the right school or childcare
Provide Local intel
Deeply connect you with the community ¿ linking to sporting groups etc
They also have networking opportunities
https://greatthings.com.au/live
Our Community Connector has a passion for regional communities and a drive to see people connected to create a rich and happy life. They are excited about each opportunity and appreciates that we all have a role to play in showcasing the best of Greater Shepparton.
You are welcome to phone 0468 562 826 for more information.
College Profile - NURTJA
`Nurtja¿ is an external independent learning and support program for Greater Shepparton Secondary College (GSSC). The program is a specialist program that supports our most complex, vulnerable, and challenging students. The program continues to encompass the Vision and Values of the College with an emphasis on Greater Care, Greater Belonging and Greater Expectations.
Another key feature includes GSSCs health and wellbeing approach which is underpinned by School-Wide Positive Behaviour Support (SWPBS), including multitiered systems of support with a comprehensive suite of programs and supports at the whole school level (Tier 1), targeted interventions (Tier 2) and tertiary level (Tier 3).
The key elements of the program includes:
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Supporting students demonstrating externalised behaviours that create risk for themselves and/or others by providing a learning environment that meets their inclusion, additional learning, and behavioural needs, and supports their return to the mainstream classroom.
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Collaborating and working with teacher trained staff utilising Berry Street Trauma Informed practice techniques. Wellbeing support is accessed from Lighthouse, Berry Street, The Bridge, SSSOs, Speech Therapists, Occupational Therapists and visiting teacher service as required.
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An approach consistent with the Department of Education¿s multi-tiered approach to student support:
universal support for all students
targeted support for students in the classroom including differentiated instruction, intervention for low literacy and numeracy, and Individual Learning Plans and Behaviour Support Plans.
intensive intervention for students with high behavioural and learning needs.
Nurtja is an inclusive and supportive educational setting that supports the academic and emotional needs of our students, whilst providing them with a variety of learning experiences.
Selection Criteria
SC1 Excellent interpersonal and communication skills and the ability to communicate effectively with students, parents school staff and external parties
SC2 A willingness to be fully involved in the school community and the ability to develop and initiate programs to support Koorie students.
SC3 Ability to liaise with students, families and key stakeholders and develop strong working relationships.
SC4 Work with key staff in the development of cultural specific programs and activities
The Koorie Educator/Education Support role will work within operational guidelines for Koorie Educators and Education Support staff and provide cultural support for students at Greater Shepparton Secondary College, contributing to their educational outcomes.
This 48/52 position with required attendance of 8.40am to 3.30pm (4:30pm twice per week). This position does not require attendance during the school holidays.
This KE/ES role will work out of the Nurtja campus. This role will provide support to the students within and beyond the Nurtja program.
Contribute to a positive culture of belonging, care, high expectations and learning within their team and the College
Provide support to the Assistant Principal (Nurtja) and the Koorie Education Team Leader
Proactively build a positive working relationship with all other ES and teaching staff
Attend and actively contribute to relevant meetings and events
Support and encourage staff to share ideas, strategies and resources
Curriculum Development and Implementation:
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Collaborate with teachers to integrate culturally responsive and relevant content into all subjects, ensuring the curriculum reflects and respects First Nations perspectives.
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Promote the use of resources that support Nurtja students in engaging with the curriculum.
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Work closely with Nurtja staff to adapt content to the learning needs of students.
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Support staff in the use of best practices for engaging students at Nurtja.
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Support improved teaching strategies and assessment methods that are culturally responsive.
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Assist in the development of individualised education plans (IEPs) for Nurtja students to cater to individual learning styles and strengths.
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Monitor student academic progress through regular data analysis, identifying areas for intervention and additional support.
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Contribute to reports that detail academic improvement and areas that need further focus.
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Communicate with families re classroom behaviours and attendance when necessary
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Attend case management meetings (where required) with a focus on discussing academic progress and support strategies
Pedagogical Support:
Data Monitoring and Reporting:
Case Management Support:
Student Advocacy and Mentorship:
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Act as academic mentors (subject choices, study habits, pathways) for Nurtja students.
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Support students in setting and achieving goals for IEPs.
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Refer students to GSSC Wellbeing when needed
Measurable Outcomes: To ensure the Koorie Educator/Education Support (Nurtja) role impacts academic improvement, measurable outcomes can be defined, but not limited to:
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Increased Engagement: class attendance, participation, homework completion rates
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Academic Performance: monitor academic progress with a focus on term-by-term improvement
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Curriculum Adaptations: Regularly assess how well First Nations perspectives are integrated into classroom content and lesson plans and share with Domain leaders
Professional Development: To ensure that the Koorie Educator/Education Support (Nurtja) is equipped to deliver on these responsibilities, the College will provide professional development in:
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Culturally responsive pedagogy.
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Education support
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Curriculum design and implementation.
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Data analysis and academic monitoring.
Collaboration and Support:
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Work closely with school leadership, Domain Leaders, and external experts to ensure that the successful applicant has the resources and guidance needed to succeed.
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Establish and use regular communication with ES and classroom teachers to ensure the consistent application of support strategies.
Meetings:
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Attend Nurtja Team meetings (weekly)
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Attend 1:1 meeting with Koorie Team Leader (fortnightly)
Attend other meetings (as required)
This role is an identified position and is available for Aboriginal and Torres Strait Islander applicants only. Confirmation of the Indigenous status of applicants may be requested. The Department of Education is committed to taking positive action to eliminate discrimination to the greatest possible extent. It recognises that discrimination can cause social and economic disadvantage, and the achievement of substantive equality may require the taking of special measures. To this end, the Department of Education considers these positions to be a special measure for the purposes of section 12 of the Equal Opportunity Act 2010 (Vic).
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
Hours of Work are Monday, Wednesday and Friday 8.30 until 3.30, Tuesday and Thursday 8.30 to 4.30.
Please ensure you address the key selection criteria.
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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
