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 high level educational leadership with a proven capacity to lead the development of a senior school applied learning program that support, advocates the learning and wellbeing of all students.
Leading Teacher - Senior School ¿ Applied Learning will be responsible and accountable to the College Principal Team in particular to the Assistant Principal - Senior School. This role will be part of a team of leaders responsible for Year 10-12 students at the Senior Campus.
It is expected that the person appointed to a leadership position will work with the College Executive Team on the emphases as required by the College Strategic Plan, Annual Implementation Plan and in accordance with all College policies.
The Leading Teacher - Senior School ¿ Applied Learning at Bemin Secondary College:
Sub school Leadership
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Lead and build the capacity of coordinators and teachers to create a safe, inclusive and respectful Senior school learning community, based on high expectations especially dedicated to students who have selected VCE VM and VPC pathways.
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Establish consistent expectations for behaviour, participation and effort across the senior school and VCE VM and VPC pathways.
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In consultation with the Principal Team, develop a team identity and culture and promote this culture through celebrations and a range of activities that promote student voice and agency.
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Work in collaboration with other Sub School Leaders to ensure consistent implementation of school policies and processes from Year 7 to 12.
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Work in collaboration with the Principal team and Sub school Leaders to ensure consistency on approaches to implementing SWPBS practices and Positive Classroom Management strategies.
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Ensure a smooth and supported transition into Senior school pathways through proactive relationship-building, communication, and transition processes
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Lead early identification and intervention strategies to support student learning and engagement at Senior school
Student Learning
Support teachers across Senior school in analysing and using data to inform instruction, including pre and post testing, taking note of VCAA examiner notes & advice, implementation of improvement and differentiation strategies and moderation of student work in order to monitor and maximise student learning growth.
Liaise with VASS coordinator regarding VASS/VCAA requirements pertaining to the VM & VPC program.
Facilitate, in conjunction with the Assistant Principal - Senior School and Subschool team School Improvement Meetings, relevant Professional Learning, Senior school staff Induction, Student Orientation Programs and transition programs
Targeted Intervention & Support
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Identify students at academic, engagement, attendance or wellbeing risk in Years 10-12 using school-based and external assessment data, teacher feedback, and wellbeing indicators.
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Liaise with Education Support Careers team to monitor VET student attendance across VM & VPC cohort and work with VET providers to ensure high level of attendance and completion of units.
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Design, implement, and monitor individualised or group-based interventions that support student identified interest in applied learning.
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Lead collaborative development of Individual Education Plans, Behaviour Support Plans, and re-engagement strategies with staff, VCE VM & VPC students, and families.
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Track progress of students receiving interventions and regularly review effectiveness through data analysis and feedback.
Student Engagement, Pathways & Wellbeing
Whole School Leadership
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Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
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Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
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Contributing to the overall leadership and management of the school
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Contributing to the development of proposals for school council consideration
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Other duties as allocated by the Principal
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
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.
Bemin Secondary College
Two Campuses ¿ Countless Opportunities
Respect, Excellence, Innovation, Community
Bemin Secondary College requires multiple leaders, teachers and education support staff to join our team at Victoria¿s fastest-growing secondary school. The College has grown to 1500 students in its third year. The ideal applicant is innovative, flexible, and confident in their ability to contribute to the school community for the students to achieve their individual best learning and wellbeing outcomes. They will work as both a leader and community member in establishing a strong school culture requires strong critical, creative, and ethical thinking coupled with interpersonal skills that reflect an understanding of equity, inclusion and cultural sensitivities.
Situated across two campuses, Bemin Secondary College is Truganina¿s first secondary school, presenting a unique experience to be a part of creating a culture of educational excellence at the heart of the Truganina community. Separated by only 1.6km, our Junior (7-9) and Senior (10-12) campuses are located:
35 minutes¿ drive from the Melbourne CBD
15 minutes¿ drive from Point Cook
15 minutes¿ drive from Caroline Springs
21 minutes¿ drive from Yarraville
26 minutes¿ drive from Essendon
The College has introduced Years 9 and 12 for the first time this year, completing our year levels (Years 7-12), with our student population continuing to grow in the coming years.
Vision
At Bemin Secondary College, all students will be empowered to achieve their individual best learning and wellbeing outcomes. The learning, growth and achievement of all young people will be underpinned by creativity, innovation and a commitment to respectfully work together to create a sustainable future for themselves and their families.
Mission
Bemin Secondary College¿s mission is to foster a learning community identified by high expectations, a commitment to evidenced based practices and a deep pride in the school values. The school promotes a strong sense of community by building strong home/school partnerships and welcoming all students from across the local neighbourhood. All students are supported to develop their identity by differentiated pathways while acknowledging that their individual cultures and personal identities are sources of strength.
School Expectations
At Bemin Secondary College, all teachers are expected to commit to collaborating in a multidisciplinary way while working in a professional learning community. All teachers have the opportunity to work across both campuses, based on qualification and experience.
All teachers are expected to develop and/or demonstrate a deep understanding of the School¿s pedagogy and the ability to co-create and action the delivery of a guaranteed and viable Victorian Curriculum and/or Victorian Certificate of Education (VCE) senior school program. Along with the expectation that all students will achieve their best individual outcomes, the School is committed to ongoing adult learning and skill improvement. It is an expectation and requirement that all teachers embrace the School Wide Positive Behaviour framework that focuses on the teaching and re-teaching of all students' behaviour expectations and routines. All staff work in partnership with parents and families to provide ongoing feedback about student learning growth and wellbeing.
Bemin Secondary College is committed to building the literacy and numeracy skills of all students across both campuses.
Teaching and Learning
Bemin Secondary College has established a strong Professional Learning Community (PLC) culture supported by an inquiry model of investigation. Collaborative planning is central to the delivery of an engaging curriculum. An emphasis on understanding the evidence-based practices and importance of differentiating learning tasks, providing students and parents with effective feedback and structured lesson planning are core expectations.
Positive Climate for Learning
The School Wide Positive Behaviour framework is the key pedagogy in setting high learning and behaviour expectations along with promoting inclusion. The School strongly advocates and teaches young people the importance of learning and behaviour routines to achieve maximum success at school.
If you are ready for the next challenge in your career in education and excel in working creatively and collaboratively to enable student success and excellence, then please contact Principal Joanne Camozzato either via phone or email to discuss the role further.
School Tours
Further information about the school or this position are encouraged to visit the Bemin Secondary College website: http://www.beminsc.vic.edu.au/
