Edgars Creek Secondary College is situated in the growth corridor of Wollert, in the geographical area of Whittlesea in Melbourne. Being in a growth corridor, our student population is growing and currently comprises of approximately 1308 students. Our college consists of 130 staff, including Principal class, Education Support Staff, Leading Teachers, Learning Specialists, and Classroom teachers. Our college is purpose built and enjoys modern, future ready facilities, including well maintained learning community classrooms, Food Technology, robotics, and coding labs. Maker spaces and Performance spaces provide the school the opportunity to offer a breadth of opportunities in these curriculum areas. The facilities also include a multi court gym as well as a Soccer oval and a community partnership-maintained AFL oval.
Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community engagement and global responsibility. The College aims to prepare students for future pathways as well as expanding students thinking to see the possibilities for innovation and globalisations while inspiring them to create their own unique opportunities for the future, be it through further education, training, or business enterprises. The College aims to equip all young people with the skills and capabilities they need for economic, social, and cultural success in the modern world. At Edgars Creek Secondary College, the personalized learning needs of all young people is realised via a highly differentiated curriculum. This is supported using evolving technologies, collaborative and problem-based learning combined with a strong focus on core literacy and numeracy skills. Teams of educators and industry stakeholders work together to design, plan, and teach a comprehensive curriculum and to provide rich learning environment and culture for all students. The curriculum programs are supported by contemporary resources and the latest research on teaching and learning. Students build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program. At Edgars Creek Secondary College there is a high expectation that our students will have a strong commitment, not only to their specialist areas of interest but also to their academic studies. We recognise that in the pursuit of excellence, each student is entitled to equal opportunity, a positive learning environment and on-going support to enable them to realise their fullest potential ¿ intellectual, personal, physical, creative, social, and vocational. The College is proud of helping all students achieve maximum learning growth. Since the foundation year, the College has made a commitment to building the literacy and numeracy skills of all students. Student Wellbeing and Inclusion is at the heart of our work, all students in years 7 and 8 participate in a weekly Resilience Project program. The House activity program is strong at our school, so too are opportunities for our students to engage in co-curricular programs such as Visual and Performing Arts, lunch time clubs, VicSRC and associated local area network opportunities.
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.
Responsibilities
In recognition of the importance of exemplary teaching practice for improved student learning outcomes, the key roles of the learning specialist may include but are not limited to:
- demonstrating high-level expertise in teaching and learning practice
- provide a child safe environment in accordance with the child safe standards
- 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 on their practice
- providing evidence-based feedback to teaching staff to inform their effectiveness and development
- providing expert advice about the content, processes and strategies that will shape individual and school professional learning
- supervising and training one or more pre service 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, and
- modelling exemplary professional learning practice including through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
Portfolio Responsibilities
- Demonstrate a high-level expertise in teaching and learning practice specifically in the areas of English and Humanities.
- Model exemplary classroom practice including through teaching demonstration lessons.
- Work with the school leadership team and critical friends to develop a shared view of highly effective teacher practice that reflects the College¿s principles of lesson delivery and ONTRAC lesson structure.
- Lead and model the implementation of whole-school improvement strategies and DET initiatives related to curriculum planning and delivery; in line with the strategic goals of the College.
- Work with LT Teaching and Learning to plan for delivery of school improvement initiatives and inquiry work through the College PLC model.
- Play 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.
- Model effective learning practice and support teachers to seek, analyse and act on feedback on their practice through college Coaching programs.
- Provide evidence-based feedback to teaching staff to inform their effectiveness and development in line with College protocols.
- Provide expert advice about the content, processes and strategies that will shape individual and whole school professional learning.
- Work with the leadership team in the collation and analysis of assessment results and data reflecting student achievement and engagement.
- Provide regular reports on College curriculum issues to staff, students and parents, College Council and the wider community.
- Introduce evidence-based practices into the College based on the most recent research into effective pedagogy and assist staff in the use of data to inform classroom instruction and in developing and actioning differentiated learning tasks.
- Positively shape the learning culture at Edgars Creek Secondary College through celebration of events relevant to the learning areas they lead, representation at relevant network meetings, Education Week etc.
- Complete tasks as requested by the College 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
- 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
- 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.
