Located in Melbourne¿s South East, Narre Warren South P-12 College is one of the largest schools in Victoria. The College leverages the P-12 nature of the school to provide wide-ranging support to students from diverse backgrounds in order to help all students achieve their potential. We proudly serve a diverse community, with 70% of our students speaking a language other than English at home. Over 20 different cultural groups are represented, with particularly large enrolments for Afghan and Pacifica backgrounds. The school is considered to have a high level of socio-economic disadvantage, but a range of strong learning and behavioural programs support students to achieve at high levels, despite other challenges they may face.
The College has a large and comprehensive wellbeing team, including counsellors, speech pathologists, a psychologist, a paediatrician, Doctors in Secondary Schools and multiple youth workers. Students are also supported by a large team of cultural engagement workers from 6 different cultures, a team of multi-cultural education aides and a big inclusion workforce to support children in the College. This significant resourcing is designed to support children outside of the class, so teachers can focus on helping them to reach their academic potential in the classroom.
Narre Warren South P-12 College follows an instructional approach centred around explicit teaching and a strong curriculum. There will be exciting work in the coming years as we embed this work in years P-8 and explore its potential in higher year levels. The College¿s performance on the Grade 1 Phonics check and Attitudes to School Survey is higher than both state and similar schools, and we are confident our NAPLAN and VCE results will undergo significant improvements in the coming years.
Narre Warren South P-12 College has over 2300 students and 350 staff, providing a range of opportunities for additional programs and leadership opportunities. This includes a large music, art, Hands On Learning, Rugby and Soccer Academies and other programs to engage students and allow staff to share their special skills. Our large leadership team of 50 staff allows for development opportunities for those looking to build a career in our school.
The school has layers of support for new teachers, with all new staff assigned both a coach and a mentor. In addition to this, the College has a range of strong policies and processes to support consistent lines of communication. The College has a high expectations approach to attendance, uniform and lateness. The College has a ¿5 Rs¿ student management approach to help teachers if complex classroom situations occur, and the school has an extensive team of student engagement leaders to support teachers with managing classroom practice.
The College operates by our PRIDE values: Perseverance, Respect, Integrity, Dedicated Teamwork and Excellence. We are proud of our achievements in ¿getting the best from and for our students¿ and gladly welcome hard working staff with a strong moral purpose to join our fabulous team.
Please contact reception to be put through to one of our Assistant Principals if you would like more information about the role or would like a tour.
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.
Position Summary
Domain Leaders are the key leaders in supporting staff to develop and maintain high-quality subject specific teaching practice and curriculum. They work closely with the Directors of Teaching/Learning Excellence, AP ¿ Teaching & Learning and collaboratively with other Learning Specialists. They will have an outstanding knowledge of the curriculum and effective pedagogies in their subject areas (Maths, English, Science, Humanities, The Arts, Technology, H&PE, and Languages/EAL). They will regularly audit the curriculum and assessment in their domain. They are active members of the Teaching and Learning Team and lead their PLC meetings. The role of the Learning Specialist is to model excellence in teaching and learning through demonstration lessons, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
Strategic Expectations
Be an active and supportive member of the Teaching & Learning SIT, which examines College data to create and support the implementation of the Strategic Plan and Annual Implementation Plan.
Develop, implement, maintain and review relevant Domain curricular and co-curricular programs and policies, structures and processes that:
Foster student learning, engagement and high expectations for all learners
Meet College, DE and VCAA curriculum policies and priorities including the use of PAT and Essential Assessment testing to guide curriculum development meeting the Victorian and National standards
Ensure appropriate students are selected and monitored for special programs within the Domain (For example. Academies, EAL Hub, Consolidation English/Maths classes, advanced/supported pathways, etc...)
Develop a highly effective Domain team by ensuring:
Clear team goals and priorities, in line with the AIP and School Priorities and Role
Clarity for members of their team
The development of Classroom teachers¿ knowledge and skills within their Domain
There is supportive and distributed leadership within the team
Work collaboratively with the Instructional Coaching Team to support Teachers¿ content knowledge
Operational Responsibilities
Leading Teaching & Learning within the Domain
Ensure that the Domain delivers the curriculum in an effective manner in accordance with the
teaching and learning framework and raises student achievement levels.
Ensure that in each Domain/Faculty areas, curriculum maps and subject plans are in line with the Victorian Curriculum and Senior College Curricula are regularly reviewed and updated. All related resources must be visible on Compass/Google Drive and promote high student engagement and rigorous learning. They should include:
Clear and sequenced Learning Objectives / Documented teaching and learning sequences
Professional reading on teaching methods and resources
Methods and frequency of assessment, CATs, SACs and exams
Links to VCE, VET & VCEVM Study Designs
Clear communication of the above to students, parents and staff in a professional manner
Represent the Domain at various information forums e.g., Year 7 Information Evenings, course
selection evening
Ensure that any key dates specific to their Domain are put onto the Whole School Calendar
Ensure the assessment and reporting policies are followed.
Be responsible for the Domain Budget and liaise with the Business Manager on the budget
Where necessary, coordinate the supply of resources and arrangement of incursions/excursions
appropriate to the domain.
Leading Student Learning and Management
Promote the use of learning data for Literacy and Numeracy improvement through a domain lense
Ensure Teaching and Learning meets the needs of all levels of ability, including DI and At-Risk Students as well as extend students of all levels of ability
Ensure moderation occurs across all classes within a subject to improve assessment quality and consistency
Leading Staff by providing Instructional Leadership:
Disseminate information about current DE policies educational issues and initiatives relevant to the Domain and ensure Domain teachers are familiar with such information
Work with the staff in the Domain to build their capacity in both content knowledge and domain specific explicit teaching practices
Model outstanding teaching in their own classes, and have an open-door policy for instructional observations
Develop their understanding of evidence based, quality teaching practices
Monitor and lead Professional Learning on department communications for new initiatives around instructional practice i.e., HITS
Undertake teacher reviews at the direction of the Principal
Promoting Student Wellbeing
Other duties as directed by the Principal or their nominee
Domain Specific Duties
VCE VM Applied Learning
Promote Applied Learning and VCE VM through College publications such as the newsletter,
social media, competitions and external shows and exhibitions.
Work in collaboration with the Senior School and Careers teams to support appropriate pathway
identification for students.
Liaise with other schools through CoP frameworks to improve Applied Learning opportunities
across the college.
Lead and oversee the creation of the Narre Year Book in collaboration with VM PDS students
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.
