Keysborough Secondary College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.
Enrolments in the College stand at around 2300 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.
Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding. General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2024 was 86%.
Our college Vision states that: At Keysborough College, we are a diverse learning community where every student thrives. Our RED values (Respect, Excellence, and Diversity) are at the heart of our college. By prioritising wellbeing and fostering student agency, we empower students to take ownership of their learning through meaningful and individualised pathways. Through the promotion of the RED Values, implementation of the SWPBS framework, our students thrive.
At Keysborough Secondary College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our Teaching and Learning model employ evidence-based practices aligned with the VTLM 2.0 to create engaging learning environments that foster academic and personal growth. We have a strong emphasis on teaching teams through the Professional Learning Communities and Domain Teams, which enables staff to work collaboratively to provide an engaging and rigorous curriculum. Provision of opportunities for targeted intervention, and extension and enrichment are included in the learning program to ensure that students are supported at the point of need.
Keysborough Secondary College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage has been completed for the new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.
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.
SC6 Demonstrated expert knowledge and capacity to lead the Disability Inclusion Profile process, including identifying and documenting students¿ functional needs, coordinating relevant stakeholders and evidence, and translating Profile outcomes into evidence-informed adjustments, supports and inclusive practices that improve student participation, engagement and learning outcomes.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
The Disability Inclusion Profile Leader plays a significant role in assisting the Keysborough Secondary College improve student performance and educational outcomes as determined by the College strategic plan and state-wide priorities; and also contributes to the development and implementation of College-wide policies and priorities. A critical component of this work will focus on increasing the knowledge base of staff within the College about student learning and high-quality instruction to assist the College define quality teacher and leadership practice.
The Disability Inclusion Profile (DIP) Leader is responsible for the development of the Disability Inclusion Profile for funding applications to the Department. The development of a DIP will be undertaken in consultation with parents, previous educational settings, Year Level Leaders, College teachers, allied health and relevant stakeholders. A successful DIP application will result in funding to support student individual needs, and enhance their educational and social opportunities. The DIP application will consider the holistic needs of the student; educational, physical, social and emotional.
The Disability Inclusion Profile Leader will support all incoming students to the college who have been identified with substantial intellectual, social, emotional or physical needs. This support may include developing a DIP application, providing temporary transitional support for the family, student and/or teaching staff. Additionally, the Disability Inclusion Profile Leader will provide students with engagement programs and further support whilst they are transitioning to school.
Specifically, this role contains an aspect of coaching that will focus on supporting staff to identify what good practice looks like in the classroom. Coaching will consider:
what inclusion looks like
what data is important
questioning and assessment techniques
strategies for complex and difficult conversations
supporting the College Teaching and Learning Model
providing strategies to reach targets and goals.
The Disability Inclusion Profile Leader will:
- ensure the needs of student `Priority Cohorts¿ will be addressed in all aspects of their role (Priority Cohorts include: Indigenous, Out of Home Care, Inclusion, Youth Justice and Equity funded students)
- assist with the Inclusion program at the Campus level under the direction of the Inclusion AP
- lead the development of the DIPs for identified students
- work with the Year Level Leaders, and other relevant stakeholders, to complete the SSS referral form to request a VINELAND assessment
- support key staff to complete the teacher component of the VINELAND assessment
- host the Pre-DIP Student Support Group meeting (SSG) for the students undergoing a DIP within the next Semester
- write the DIP Individual Education Plan (IEP) for the students undergoing a DIP within the next Semester
- conduct Specialist Observations of students undergoing a DIP within the next Semester and document a Record of Specialist Involvement form (ROSI)
- request other specialists and intervention teachers within the college to conduct specialist observations of students undergoing a DIP within the next Semester and document a ROSI
- organise for Inclusion Administration to complete the DIP permission forms and DIP Student and Parent Voice Forms
- host a PRE-DIP teacher meeting for students undergoing a DIP in the next Semester to complete the functional needs assessment
- build the capacity of teachers to document evidence required for the DIP
- provide professional learning to the College around evidence based Inclusive Practices to maximise learning outcomes for DIP students
- communicate with Allied Health professionals of students undergoing a DIP application
- submit all the documentation into the DIP portal for each student undergoing a DIP application
- organise and lead the DIP meetings at the respective campus
- once the DIP is completed, ensure there is extensive documentation to support the handover process to the Inclusion Leading Teacher
- provide continuing support to the Inclusion Leading Teacher as required
- identify and use appropriate data to enable the Domain Leader to develop improved learning opportunities for DIP students
- undertake Professional Learning as required to maximise the effectiveness of the role
Transition
- work with the Inclusion AP to attend Primary School Transition meetings to ensure comprehensive notes are taken on all Inclusion students
- where appropriate, work with the Inclusion AP to complete observations
- attend Student Support Group meetings (SSG) at the primary school for funded students, students needing a DIP application or students requiring extensive educational support
- work with the Inclusion AP to host an SSG and write an IEP for each student that will undergo a DIP in Year 7, during Term 4 of Grade 6.
- assist with the identification of students, grade 6 to year 7, that require extra transition support and ensure they are part of the relevant Transition Assistance Programs at the College
- where appropriate, provide extra transition assistance programs based on student needs
- provide clear and ongoing communication with the Engagement AP, Years 7-12 Engagement Leader and Year Level Leader for Year 7
Engagement and Coaching
- work with the Inclusion AP and Inclusion Leader to identify engagement programs the DIP students may require
- work with the Inclusion AP and Inclusion Leader to build the capacity of the Inclusion Aides to implement appropriate and engaging programs for the DIP students
- liaise formally with Engagement AP, Years 7-12 Engagement Leader and Student Wellbeing Campus Manager to identify suitable students for Engagement programs for DIP students
- coach staff involved with students who have been identified as appropriate for a DIP application
- meet with Domain Leaders on a regular basis in a supportive capacity, with an explicit focus on effective classroom observations, use of data to improve planning, feedback, moderation and outcomes
- document coaching sessions for the purposes of a running record of focus areas for each domain leader
- develop a coaching model for DIP students to improve life skills and academic capacity
- contribute to the evaluation of existing curriculum in order to identify opportunities for extension
- participate in the deliberations on learning needs of all students, with specific recognition of the classroom learning environment needs necessary for DIP students
- develop a coaching framework and team to assist in developing teacher capacity and the Teaching and Learning Framework
- participate as an active contributor to the SIT team meetings as required
- work with the College leadership to establish and embed College Inclusion programs and initiatives
- attend the College School Improvement Team meetings as an active contributor of the College leadership team
- contribute to regular newsletter and website items as required
Developing an Individual Education Plan (IEP) for students undergoing a DIP application
- the Disability Inclusion Profile Leader will write IEPs for the following students:
- students undergoing a DIP application
- ensure the development of an IEP for a DIP application student (working with the Year Level Leader and the Inclusion Leader, that will be similar in many ways to developing an IEP for a student with other additional needs)
- in developing the IEP:
- identify relevant stakeholders (these may include the student, parents/guardians, teachers, and other members of the student group support team)
- work collaboratively with relevant stakeholders
- collect and analyse student data to help inform goal setting
- collect information about the student's strengths and interests (this will inform goal setting and the strategies used to meet goals)
- develop long term goals
- develop short term smart goals that will allow the student to meet their long-term goals
- regularly review progress toward short-term and long-term goals.
Additional Duties
- provide feedback and updates to PCO, Year Level Leaders and Domain Leaders in relation to the DIP outcome
- liaise with Domain Leaders about the educational programs for DIP students
- maintain confidentiality
- assist in the delivery of improved learning and teaching practices and the efficient functioning of the College
- coordinate the development of special projects or activities and events that provide opportunity for DIP students to be extended/enriched and that promote the College as a school that values and celebrates academic enhancement
- undertake additional duties as directed by the College Principal and the Inclusion AP
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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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.
