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.
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.
Sub School Leadership:
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Collaborate with other Leading Teachers of Sub School to achievement of actions and activities from the AIP, with a focus on the Wellbeing priority, including actively contributing to SIT Focus Group B agenda and collaboration sessions
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Lead weekly Team Around the Learner (TAL) meetings to share information and support collaboration of staff
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Lead the consistent implementation of pre-conditions for learning, including regular blitzes
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Lead staff and students to understand, and consistently implement/abide by school-wide policies and procedures, including Positive Classrooms (e.g. entry routines, behaviour support process) and Berry Street
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Collaboratively lead the development, implementation and regular review of the Sub School Mentor curriculum, ensuring it effectively address the three pillars of Mentor, as well as meets student/cohort needs (collaborate with Teaching and Learning, Wellbeing, Inclusion and Careers)
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Support the leadership of initiatives and events connected to Sub School e.g. NAPLAN, PAT, transition
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Collaborate with members of the Teaching and Learning team to lead the construction a highly effective Start Up Program (SUP) that successfully transitions students to the new year, including sessions linked to both Learning and Wellbeing, as well as other sessions to support students e.g. ICT onboarding
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Collaboratively lead and implement the end of year activities program for Years 7 to 9 students
Student Management:
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Act as case lead for allocated students with escalating Tier II, or established Tier III needs
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Lead the allocation of tasks, student follow up and case leads at regular Sub School meetings
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Regularly monitor and review student cohort progress using a range of data e.g. behaviour (Compass Chronicle), engagement (attendance) and academic progress (CAT results, VC Teacher Judgement) using Maestro and Compass
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Consistently implement strategies to explain absences and improve individual/cohort attendance in alignment with school-wide attendance policies, processes and practices
Use data sets and platforms(e.g Maestro) to identify students likely to require additional supports, interventions or alternative pathways including both internal and external options e.g STEP, WRAP, RESET, RISE, Myuna Farm, FLC
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Collaborate with the college Inclusion, Wellbeing and Careers teams to identify and implement targeted supports, programs and plans for individuals and/or cohorts
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Develop Student Support documentation and communicate this as required e.g. PBSPs, IEPs, safety plans etc.
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Ensure Student At Risk Interviews (SARIs) run each semester, using data to inform plans and actions arising
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Regularly meet with parents/carers to discuss academic progress, behaviour concerns and alternative pathways for student success e.g. FLOs, alternative settings, early work experiences, exemptions
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Support the Course Counselling process for the cohort, including facilitating assemblies/Mentor sessions prior
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Ensure there is a regular and systematic approach to recognising and rewarding positive behaviours, including year level/sub school assemblies, and student awards (e.g. Lyndhurst Legacy, attendance)
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In collaboration with Leading Teacher Student Leadership and Engagement, activate and regularly meet with relevant student leaders to ensure student voice in assemblies, feedback from students is obtained, and students are supported in enacting their action plans
Staff Capacity Building:
Lead the Sub School Team consisting of a Team Leader per year level and an ES Sub School Assistant
Provide support to Team Leaders to build confidence to effectively manage student incidents, respond to Chronicle posts and support teaching and ES staff with students and/or classes
Build capacity of Team Leaders to:
Understand and consistently implement policies, processes and practices related to student engagement and wellbeing e.g. attendance, behaviour, disengagement, suspensions
Implement appropriate actions in response to Chronicle posts as a member of Sub School Team
Actively contribute to the leadership of Home Group and Mentor, including involvement in the planning and review of Mentor curriculum, Home Group activities and visibility during these through learning walks
Identify and implement activities related to the cohort e.g. assemblies, celebration days, Student-Led Conferences, NAPLAN, transition days)
Develop and implement plans to support individuals, small groups and/or the year level cohort
Use data to identify individuals/groups requiring additional intervention and implement strategies/plans
Provide support, mentoring and coaching to teachers focused on Positive Classrooms and associated strategies
Develop and facilitate professional learning related to student engagement and wellbeing including Sub School practices, Positive Classrooms, Berry Street, Home Group and Mentor
Other:
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Oversee and manage the Junior Sub School budget
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Lead the planning and operation of information sessions related to the relevant year levels for parents/carers
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Use a range of channels (e.g. Compass, Teams, social media) to communicate/promote messages
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Attend SIT and other leadership-focused meetings as required
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Update staff on leadership activities via communication as agreed by the SIT
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Undertake Quick Obs to improve whole school practices as a member of the SIT
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Model SIT trademark behaviours at all times
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Collaborate on leadership of consistent sub school practices with MSS and SSS Leading Teachers
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Collaborate on leadership of consistent school practices with members of the SIT and Executive Teams
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Other duties as directed by the Executive Team
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 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.
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.
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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.
COLLEGE PROFILE, VISION AND VALUES
Lyndhurst Secondary College is situated in Cranbourne North in the City of Casey - one of the fastest growing municipalities in Australia. Our college has an enrolment of 820 students and is projected to rise further. Over recent years, the cultural mix of the College has evolved, with students coming from over 50 backgrounds and nationalities.
Our College Vision, `Empowering students for learning and life', is lived on a daily basis through both our classroom practices and co-curricular opportunities. Our College Values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all. These are recognised with students through an active framework known as Lyndhurst Legacy whereby staff can recognise students for their demonstration of College Values to accumulate points, which contribute to regular awards given at year level and whole school assemblies.
WHY APPLY TO WORK AT LYNDHURST SECONDARY COLLEGE
The best answer to this question comes from both our staff and students and their perspectives on life at Lyndhurst.
In the most recent Student Attitudes to School Survey, our students reported positive results that were above state results in EVERY single measure. This includes important areas such as effective classroom behaviour, stimulated learning, having an advocate at school, a sense of connectedness and high expectations for success.
In the most recent School Staff Survey, our staff reported positive results that were above similar schools AND state results in all major areas including School Climate, Professional Learning, School Leadership and School Staff Safety and Wellbeing.
HOW WE SUPPORT NEW STAFF
As a college, we have a strong focus on supporting new staff to make the transition to life at Lyndhurst. This includes all staff members having an induction process led and overseen by an Assistant Principal. As part of our staff induction program, we allocate every new staff member a mentor to be their initial support for any questions or needs that may arise. In addition, we run fortnightly professional learning and support sessions for new staff which covers everything from how to use our school-wide Compass system, through to best approaches for learning, engagement and wellbeing in the classroom.
Furthermore, the college has invested in supporting new staff to the college, as well as new staff to the teaching profession through the development of the GET SET program. This program (Graduates Entering to Supported Educators Thriving) focuses on the development of professional learning and support for staff to ensure they are able to be the best educators possible. The college has experienced staff as GET SET mentors who work closely with an Assistant Principal to provide more individualised support to staff as required through observations, peer coaching and feedback.
Provisionally registered teachers are supported through the allocation of a VIT Mentor, as well as specific sessions in the induction program dedicated to supporting staff to complete their VIT projects.
Lyndhurst Secondary College is also a school that implements Berry Street Educational Model (BSEM) practices in every classroom, every day. To embed this, all new staff are supported to undertake four days of professional learning in their first 1-2 years to ensure they have the right training to be successful trauma-informed educators and team members.
HOW WE SUPPORT OUR LEADERS
Having a Strategic Improvement Team (SIT) with highly effective leaders is a key priority to ensure school-wide improvement each and every year. Our leaders are supported in their work on a day to day basis with connection with an Assistant Principal coach. All Assistant Principals at LSC are trained coaches and work closely with leaders to drive improvement. In addition, all members of SIT have access to twice per term personalised coaching with an external coach. This is designed to support our leaders to explore and critique ideas, plan for effective implementation and receive regular feedback on their leadership and improvement work.
OUR COLLEGE-WIDE APPROACH TO KNOWING OUR STUDENTS
The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students. We have school-wide, consistent approaches to classroom routines and classroom behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective.
We also have a daily 10-minute home group and weekly Mentor period where students work with the same teacher to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways in a curriculum designed specifically for LSC students drawing from evidence-based practices and resources.
OUR CURRICULUM OFFERINGS
Our curriculum offers a range of flexible learning options and support programs. This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum. The college is also home to its own state of the art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year. Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10.
