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.
- 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.
- Find out more about the Academy here: https://www.academy.vic.gov.au/
- Here from our talented teaching staff about why they love teaching in our community:
- 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
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 Specialist hold senior positions within the College and are members of the broader College Leadership Team. Together with the Principal Class Leading Teachers, Learning Specialist share responsibility for whole school improvement and effectiveness and for implementation of the school¿s Vision, Values and Mission.
Learning Specialists take a pro-active role alongside the Principal Team to ensure the implementation of the School Strategic Plan and Annual Implementation Plan. They will be involved in the development, implementation and review of policies, programs and processes to improve student outcomes for all students.
Learning Specialists take responsibility for improving the skill, knowledge and performance of the teaching workforce and manage a significant area or function within the College.
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 teaching and learning practices in your own classroom and model these to other teachers
Assume a major teaching role at Nurtja and where appropriate to assist less experienced teachers with support and subject advice
Support and encourage Nurtja staff to share ideas, teaching strategies and resources and to develop appropriate programs for their classrooms
Contribute to professional learning at Nurtja
Support the Nurtja Assistant Principal to conduct performance reviews of Nurtja staff
Support staff by modelling and coaching in effective classroom management practices
SPECIFIC POSITION ACCOUNTABILITES
Ensure that within the Learning Area:
General
Oversee the progress, wellbeing and individual pathways of students in the program
Support the induction of new members to Nurtja to all aspects of working within the setting
Work cooperatively with House Leaders in the planning of student transition back to mainstream classes
Prepare student transition documents and plans
Manage learning resources
SWPBS
Ensure SWPBS is implemented with fidelity
Support Nurtja staff to explicitly teach the expected behaviours
Provide positive feedback and acknowledgements
Support Nurtja staff to implement the College¿s response to behaviour process
Case Management
In collaboration with the AP2 Intensive Learning Support Program, convene SSG meetings with students and parents around progress concerns
Case manage allocated Tier 2/Tier 3 students - including coordinating relevant supports for each student (including Wellbeing, Koorie Educators, MEAs and Careers)
Support mandated requirements for allocated Tier 2/3 students are being met
Lead the creation of IEP¿s, BSP¿s and Safety plans when identified as the Key Contact as per the IEP policy
Respond to major incidents as required
Social & Emotional Curriculum
Support the implementation of the social-emotional curriculum (review documentation and adapting for the setting)
Assist Nurtja teachers to support successful implementation, including coaching, modelling and co-teaching
Support the running of events and activities based on the annual Wellbeing & Inclusion calendar as applicable to the setting
Attendance
Implement the College Attendance Strategy for all students in alternative settings
Support the implementation of relevant Attendance Strategy tiered initiatives
Support the Case Management of students with chronic absences
Curriculum & Pedagogy
Ensure that the curriculum delivery in the Nurtja Program reflects the College priorities and also the Victorian Curriculum
Mentor and coach teachers to build their capacity in delivering a specialised curriculum with targeted interventions
Provide a highly differentiated curriculum to students requiring individualised learning plans
Ensure teachers within the Learning Area are continuously improving classroom practices, evaluating impact, and providing scaffolded multi-tiered systems of support for all students
Assessment & Reporting
Professional Learning & Meetings
Conduct IEP Meetings with members of the Student Support Group
Support staff by modelling and coaching in effective classroom management practices
Conduct transition meetings with teachers and support staff prior to reintegrating a student into mainstream classes
In collaboration with the AP2 Intensive Learning Support Program, plan and facilitate regular Nurtja Team meetings focused on discussion and evaluation of student growth
Communication
Work with all members of the House, Sub-School and Neighbourhood team to ensure that parents are aware of issues with student progress and behaviour
Inform staff of the individual and broad actions taken in response to Chronicle entries
Maximise opportunities for student voice and agency
Provide regular updates on Nurtja progress to the AP2 Alternative Settings
Communicate effectively with staff and students, including managing difficult conversations and resolving concerns in a timely, respectful and solutions-focused manner
This Learning Specialist position has a teaching load that will be determined by the Executive Principal.
Other duties as required by the Executive 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
Please note that this is a 2 year tenured position, starting on the 1st January 2027 and ending 31st December 2028.
- 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.
