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.
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Find out more about GSSC: https://www.gssc.vic.edu.au/
- Follow us on Facebook: https://www.facebook.com/GreaterSheppartonSC
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.
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Find out more about the Academy here: https://www.academy.vic.gov.au/
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Here from our talented teaching staff about why they love teaching in our community:
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https://www.youtube.com/watch?v=MvLX0wXi7LA
- https://www.youtube.com/watch?v=IDBLqF3dyWs
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.
- More about our First Nations history and diversity here: Shepparton and Goulburn Valley Destination Rebrand Hero Video - YouTube
- 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.
- More on Education Plans Victoria here: https://www.vic.gov.au/education-plans
Please address the following State-Wide Criteria:
(1) Educational Leadership:
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
(2) Financial, Managerial & Administrative Ability:
(3) Planning, Policy & Program Development & Review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
Demonstrated ability to implement Department policies to a high level.
An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
(4) Leadership of Staff & Students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
(5) Interpersonal & Communication Skills
Highly developed interpersonal and communication skills in individual, small group and community contexts.
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
An ability to work with parents and the community to develop a strong learning environment
(6) Local Criterion
Demonstrated capacity to analyse and use student data to lead initiatives that improve senior secondary student wellbeing, engagement, retention, successful completion and positive post-school pathways.
Sub School Assistant Principals at Greater Shepparton Secondary College will contribute to the leadership and transformation of the school to provide an excellent education and viable pathways for students by:
Building a culture in the Sub School that mirrors college vision, values, mission and educational philosophy and ensuring consistency of agreed practices across the College
Contributing to excellence in teaching, learning and teacher pedagogy
Leading the development of student connections to each other, to staff and to the school and building community participation and ownership of the new school
The role will ensure:
The smooth running of their Sub School
Consistent implementation of agreed practices across the College
That students consistently demonstrate the school wide expectations of Aspiration, Integrity, Respect & Responsibility
Students represent the College well in the community
The inclusion and development of all students from the wide range of backgrounds in the Sub School
General Responsibilities
Work with the Principal team to provide leadership and modelling of college values across the College
Attend and actively contribute to Leadership and all other relevant college meetings and events
Adopt college leadership and teacher expectations and model these to other teachers
Hold staff accountable for implementing all College processes and procedures, and in particular
Contribute to the development of the GSSC Strategic Plan and Annual Implementation Plan
Contribute to professional learning at the College
Support staff by modelling and coaching in effective classroom management practices
Conduct performance reviews of a number of staff
Communicate effectively with families, including managing difficult conversations and resolving concerns in a timely, respectful and solutions-focused manner
Specific Position Accountabilities
The Sub School Assistant Principal has ultimate accountability for the day-to-day operation of their Houses and their House Leaders. The Sub School assistant principal will:
General:
Liaise with the Sub School Assistant Principal 7 to 9 to ensure that the Neighbourhood has a team approach
While having a focus on 10-12, support the development of the House system 7-12 in their Neighbourhood and ensure that all processes are in alignment with the other Neighbourhoods
Guide the improvement of secondary learning and pathway options for students in their Sub School.
Champion student leadership across the Neighbourhood
Champion whole-school House activities
Convene neighbourhood Year 10 to 12 suspension meetings
Student Wellbeing:
Be an active member of the College¿s SWPBS Team
Oversee and guide the implementation of the SWPBS program, ensuring the accurate implementation of the matrix, expected behaviours and referral systems across the Neighbourhood
Provide support and guidance to staff, both teaching and education support, on SWPBS implementation
Ensure that the SWPBS system is implemented in alignment with the other Neighbourhoods
Chair regular case management meetings for Sub School/House
Ensure the consistent implementation of a Multi-Tiered System of Supports (MTSS), including the identification of students requiring Tier 2 and Tier 3 interventions, the coordination of appropriate supports, and the monitoring of their impact on student outcomes
Ensure each student receiving Tier 2 and Tier 3 supports has a case manager (includes attendance)
Support case managers to meet mandated requirements for priority cohorts and to implement Tier 2 and Tier 3 supports
Case manage allocated students requiring intensive Tier 3 supports and/or interventions
Respond to major incidents as required
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Ensure consistent implementation of the social-emotional and Pathway Mentor curriculum within their Sub School; and support House Leaders to monitor and provide additional support to teachers
Implement the College Attendance Strategy within their Sub School
Provide House Leaders with regular reports on students at risk
Curriculum & Pedagogy:
Assessment & Reporting:
Monitor student progress to maximise the completion rate of VCE, VCE VM, VPC and VET units
Monitor student progress to maximise student study scores in VCE and VET
Monitor student progress to maximise student retention in Years 10, 11 and 12
Ensure assessment and reporting across the Sub School aligns with College Policy
Professional Learning & Meetings:
Convene Sub School meetings as indicated on the meeting schedule
Convene weekly Sub School meetings of House Leaders (including Homegroup Teachers & Pathway Mentors as required)
Lead & document regular and efficient meetings that are clearly focused on improving student learning and student outcomes
Plan and facilitate regular team meetings focused on discussion and evaluation of student growth
Integrate KE¿s, MLO¿s, Wellbeing and Careers Support into Sub School meetings
Build House Leader capability with a view to succession planning
Facilitate House Leader development on understanding and interpreting data
Communication:
Provide positive communication channels between House Leaders, Home Group Teachers and Pathway Mentors
Ensure co-curricular activities in the Sub School are supported and promoted
Ensure House leaders and Pathways Mentors are informed of all professional learning opportunities
Ensure that there are opportunities to maximise student voice and agency
Ensure House leaders hold fortnightly House assemblies as often as opportunities permit
Provide regular updates on Sub School progress to the Neighbourhood and College Leadership
Senior Secondary Responsibilities:
Shared responsibilities include:
Monitor, analyse and communicate student achievement, attendance, engagement, wellbeing, retention and pathway data to House Leaders and relevant staff. Lead targeted interventions to maximise student retention, successful completion of VCE, VCE VM, VPC and VET programs, and positive post-school destinations.
Provide advice and guidance to incoming senior secondary students, working closely with the Enrolments Officer and International Student Coordinator to ensure students, including overseas students, are enrolled in and supported to access the most appropriate pathway and program of study.
Monitor and ensure compliance with college policies and VCAA requirements by students and staff, including participation in relevant panels, oversight of academic integrity processes, and engagement with families to support applications for Unscored VCE.
Participate as a member of the Senior Secondary, Careers and Pathways School Improvement Team. Support the delivery of Senior Secondary focused professional learning.
Attend and contribute to VCE information evenings for parents and students in Year 10, 11 and 12, as well as Year 9 into 10 course information evening.
In addition to the shared Senior Secondary responsibilities outlined above, each Sub-School Assistant Principal will lead one college-wide Senior Secondary portfolio, providing expertise, coordination and leadership in the nominated area.
The successful applicant will also be required to undertake a senior secondary portfolio that will be negotiated at the time of appointment.
All Assistant Principals will have a part-time teaching role.
Other Duties as required 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
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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
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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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
