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.
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.
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
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
- 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.
Vision
Roxburgh College is known for its strong commitment to holistic education of all students. We know good schools and good teaching help overcome any disadvantage. Our work is centred on inclusive partnership of students, staff, parents/carers and key community agents, working together to meet the needs of our young people, always thinking of ways to ignite their active participation in the local and broader communities. Our moral purpose is to educate all students offering them challenge and satisfaction to equip each with attitudes, skills and knowledge so that they become valued contributors in an ever-changing world.
Our pedagogical model is based on a gradual release approach to learning, highlighting the role of the teacher in provide mentor text, embracing the notion of collaborative learning where students support each other, and a final stage where student demonstrate their learning independently.
We welcome all students into our Family, fostering care and attention to: Respecting self and one and other; learning from each other; and achieving our best. We foster a culture that celebrates students¿ individuality and connections, nurturing a sense of belonging and inspiring the pursuit of their potential paying careful attention to our students¿ character strengths and encouraging critical thinking, self-reflection, self-discipline and motivation, empathetic and socially competency.
Overview
Roxburgh College is a large school in the North of Melbourne, located in Roxburgh Park. We have approximately 1100 students within our main school campus, with the Gateway Campus catering for 50 students. Our students come from a diverse range of ethnic backgrounds, and we embrace the diversity. We have approximately 110 teaching staff, along with 50 support staff which includes Multicultural Ethnic Aids, PSD support staff and Technology Support staff.
Roxburgh College Organization
Roxburgh College is organized into 2 `mini¿ school, the Middle School (7-9) and the Senior School (10-12). Each mini school is overseen by one assistant principal and 3 leading teachers. This structure is designed to support both staff and students, to ensure that Teaching and Learning are the main priority of each day.
Pathways ¿ VCE/VCE-VM/VPC/HeadStart
Roxburgh College prides itself of providing pathways for students in years 10 to 12. Over the past 5 years we have ensured that 98% of students have a pathway post year 12.
Roxburgh College is the lead school in the HeadStart Program. This program allows students in Years 10 to 12 to start an apprenticeship while continuing to complete their high school education.
Roxburgh College understands that a diverse range of subjects offers students the opportunity to pursue different pathways. In the senior school, students may undertake the VCE, the VCE-VM or the VPC allowing students to choose subjects that are relevant to their learning and pathway needs.
VET
The college is a Registered Training Organisation (RTO) with many Vocational Education and Training (VET) programs on its scope of registration. We currently offer 13 VET subjects onsite, ranging from Lab Skills, Automotive, Sport and Recreation to Hospitality. Strong relationships with other training providers in the local area and our Trade Skills Centre provides our students with access to excellent vocational training facilities and opportunities.
Berry Street Education Model and Positive Climate (SWPBS) at Roxburgh College
Roxburgh College has been working with Berry Street for 5 years to implement their education models across the college. As part of our Connect Program we aim to teach our students to develop in the following areas, Body, Relationship, Engagement, Stamina and Character. This is also woven into our Positive Climate at Roxburgh College where effort and attitude are rewarded to create positive interactions between students and teachers.
Facilities
Roxburgh College has outstanding facilities that are used at all levels of the school to ensure that our students can learn in positive and uplifting settings. Our facilities include:
- 200 Seat Auditorium
- Trade Skills Centre comprising of Furnishing, Engineering, Integrated Technologies, and Automotive teaching spaces
- Dance Studio
- Refurbished Library and Reading Room
- Two Commercial Kitchens catering for VET Hospitality
- Two indoor basketball courts and two undercover basketball courts
- Two soccer courts
- Football oval
