School Profile
Homestead Senior Secondary College opened in 2020 and is located in a developing area of Point Cook, approximately 28 kilometres from Melbourne CBD. Our feeder schools are the local P-9 colleges - Alamanda and Saltwater P-9 Colleges. A significant percentage of our enrolments are new arrivals to the greater Point Cook community. Homestead also attracts a growing number of enrolments from the independent school's sector. Rapid growth is predicted for both the suburb and school over the next 5 to 10 years.
In 2026 we have over 700 students at HSSC, and it is projected that the college's peak enrolment will be in excess of 1500 students. In addition to this, we are supporting approximately 600 students from Saltwater P-9 at years 7-9 on the Homestead site while Saltwater undergoes major capital works to increase capacity on their site.
The foundation years of the college focused upon building social capital, creating structures and practices, purchasing resources and establishing staff professional learning teams. This is an amazing career opportunity for educationalists as they are part of a staff cohort playing an integral role in the development of the college's culture, teaching & learning style and place in our community. Our new phase includes solidifying our culture of the young adult learning environment and our consistent teaching and learning model, while managing significant growth in student and staff population.
HSSC is a state of the art 21st Century learning environment for young adults. With a build cost of $53 million, facilities are second to none. Students learn in a three-storey main building, a standalone Performing Arts/Physical Education building, multi-purpose courts and a playing field. Our landscaped grounds feature amazing spaces for our students and staff.
The college curriculum focuses on providing the right pathway for all students to achieve their academic goals. The college offers a broad range of studies at Year 10, VCE, VCE VM, VET & other programs.
HSSC is defined by:
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A well balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development
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Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students
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Highly skilled, versatile, dedicated and caring staff committed to life-long learning and developing each student through the implementation of personalised learning programs
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The active participation of staff in professional learning communities
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Shared educational responsibility between parents, staff and students
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Powerful student agency & voice in their learning
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Effective & open channels of communication that promote trust, positive interactions and strong links with the wider community.
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.
Lead and run College student & parent information sessions
Lead and run assemblies; including whole school assemblies, awards assemblies and year level cohort assemblies.
Promote the use of Compass and provide high level support to staff
Coordinate internal exams with the Timetabler and AP of Engagement including printing of exams with the Student Engagement and Wellbeing Assistant
Actively contribute and support major College events and house events
Liaise with the Assistant Principal to enrol new students and ensure a positive transition
Designated Teacher role support for our Out of Home Care, Young Offenders and Koorie students
Specific monitoring and resourcing of Priority Cohorts
Support the implementation of the college¿s year level well being focused programs including but not limited to RRRR, Safe Schools and teen mental health first aid
Liaise and work with external support services ¿ eg mental health and counselling services and cultural programs
Have a working knowledge of Mandatory reporting and Child Safe requirements, DI, the tiered support structure and other DET Wellbeing policies and initiatives
Support with the collection of NCCD data
Collaborate with the Director of Inclusion to ensure the provision of learning accommodations.
Facilitation and administration of student awards, scholarships and grants relevant to this cohort
Recruitment and selection of Student Voice team alongside AP of Wellbeing
Liaise with Transitions Leaders, Vocational Programs Leader and VASS teams to support the implementation of Transitions programs including: orientation programs and commencement programs (Homesteader Day and State Wide Transition Day) as well as transitions in and out of the college for all Year levels (example: Year 10 Luna Park Excursion).
Other duties as required by the Principal.
Rigorous monitoring of attendance and academic performance and support plans including the facilitation of Academic Learning Plan meetings and the development and implementation of quality IEPs for all eligible students.
A consistent approach to the management of `at risk¿ students including leading and driving proven outcomes for all students, planning for and implement of pro-active strategies and programs to enhance student engagement, attendance, wellbeing and connectedness by employing high level data analysis
The delivery of 90% minimum attendance across the student cohort
Promote the school¿s culture every day
Management of Year 10 VCE Access students
Provide positive leadership to promote a shared sense of purpose among staff and the school community in the development and implementation of strategies to increase student engagement and encourage academic excellence
Lead, drive and promote a culture of high expectations for students and staff.
Lead the Year 10 student management team to maintain a learning environment that is safe, orderly and promotes student agency, engagement and wellbeing
Lead, facilitate and support the coordination of whole school programs alongside middle leaders
Oversee and manage the monitoring and implementation of College policies and procedures in relation to student management, uniform, attendance, punctuality, homework and conduct
Manage significant discipline and wellbeing issues in liaison with the Assistant Principals
Communicate with parents as required
Provide support to classroom teachers in relation to student management issues.
Ensure the monitoring and counselling of students with respect to learning outcomes and student engagement
Monitor attendance and completion of afterschool rescheduled SACs and liaise with Parents/Carers where necessary.
Liaise with the Pathways and Transitions Leaders, VCE VM coordinator and VET and VASS administrators to support the implementation of pathways sessions, orientation and commencement programs as well as transitions in and out of the college
Demonstrate a strong understanding of VASS and VCAA policies and ensure compliance with these policies and deadlines.
Lead and manage elements of the VCE Coordinator role (AP of Engagement) including SEAS, Special Provisions for internal examinations in collaboration
Manage, coordinate, plan and support student managers in their role
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
Enquiries regarding the position can be directed to the Principal Danijel Banovic 0436 922 997 - we encourage you to contact the Principal with regard to this role.
Applications must include:
- A specific response to all the key selection criteria
- A CV including the names of three referees and contact numbers should be included in the application
- Applications should be submitted via Recruitment Online https://schooljobs.education.vic.gov.au/psp/ROLPPRD1_EA/APPLICANT/HRMS/c/HRS_HRAM.HRS_APP_SCHJOB.GBL
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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.
