At Point Cook Senior Secondary College, our vision is that students are supported at their point of need to achieve academic and social success. At our core we value respect, effort and responsibility and prioritise the intersection of wellbeing, learning and engagement. These values guide our actions and decisions, ensuring that every student feels supported and inspired to succeed.
With a student body of over 750 learners, we pride ourselves on being a close-knit educational community, fostering meaningful connections and providing personalized support to each student. Our school structure comprises three year levels: Year 10, Year 11, and Year 12, where students are encouraged to explore their passions, develop critical thinking skills, and prepare for their future endeavours through an individualized pathway planning process.
Our dedicated team comprises 60 teaching staff and 34 education support staff who are committed to providing high-quality education and support services to our students. Together, they create a dynamic learning environment that encourages innovation, collaboration, and excellence.
Point Cook Senior Secondary College is situated in the vibrant suburb of Point Cook, nestled in Melbourne's west. Our geographic location offers students access to a diverse range of learning opportunities, including proximity to various industries, cultural institutions, and recreational facilities.
Point Cook is renowned for its multicultural community, enriching our school environment with a tapestry of languages, traditions, and perspectives. We celebrate this diversity, fostering a welcoming and inclusive atmosphere where every student feels valued and respected.
Our community reflects a spectrum of socioeconomic backgrounds, presenting both challenges and opportunities for our students. Through targeted support programs and partnerships with local organizations, we strive to address inequities and provide equal opportunities for all students to thrive.
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.
The Learning Specialist ¿ Whole-school Teaching and Learning leads the development, implementation and evaluation of high-quality teaching and learning practices across the college.
The Learning Specialist is a highly skilled classroom practitioner who models exemplary practice and develops the capability of teachers through professional learning, coaching, classroom observation, feedback and collaborative inquiry.
The role provides coherence across learning areas by leading the implementation of the PCSSC Learning Cycle, Victorian Teaching and Learning Model 2.0 and agreed college-wide approaches to curriculum, assessment and student engagement.
The Learning Specialist works closely with the English, Mathematics and VCE Vocational Major Instructional Leaders, other learning area leaders and the Principal Class Team. The role focuses on building the capability of leaders and teachers rather than directly coordinating individual learning areas.
Whole-school instructional improvement
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Lead and model the implementation of the PCSSC Learning Cycle and Victorian Teaching and Learning Model 2.0.
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Collaborate with Principal Class to develop, document and share an understanding of high-quality teaching practice across the college
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Support consistent implementation of teaching and learning strategies that support VTLM 2.0 (explicit teaching, opportunities to respond, checks for understanding, feedback and responsive teaching).
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Lead college-wide approaches to Tier 1 practice (differentiation, extension, literacy, numeracy, student agency and inclusion).
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Model exemplary classroom practice through demonstration lessons and classroom-based professional learning.
Instructional leadership
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Coach and mentor identified staff across the college.
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Build the capability of curriculum leaders to conduct classroom observations, provide feedback and lead collaborative improvement.
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Develop common expectations, tools and protocols for coaching, peer observation, learning walks and feedback.
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Support teachers to plan for students requiring intervention, reasonable adjustments and extension
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Support leaders to establish clear expectations and appropriate accountability for agreed teaching practices.
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Promote high expectations, academic rigour and active student participation
Professional learning and collaborative practice
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Lead the development of the college professional learning plan in alignment with the SSP and AIP.
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Ensure professional learning is responsive to student data, teacher needs and identified areas of practice.
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Strengthen Professional Learning Community and collaborative inquiry structures across the college.
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Support learning areas to undertake disciplined inquiry using evidence of student learning and classroom practice.
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Promote opportunities for teachers to observe, discuss and evaluate teaching practice.
Monitoring and evaluation
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Monitor the implementation and impact of whole-school teaching and learning priorities.
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Analyse student learning data, classroom observation evidence, staff feedback and other relevant information.
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Report regularly to the leadership team on progress, areas of strength, implementation barriers and recommended next steps.
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Ensure the evaluation of Annual Implementation Plan actions relating to teaching, learning and assessment.
Curriculum and assessment oversight
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Convene or lead the college Curriculum Team.
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Support learning area leaders to maintain a guaranteed and viable curriculum.
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Lead consistent college-wide approaches to assessment, moderation, feedback and teacher judgement.
General leadership responsibilities
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Manage allocated resources and budgets in alignment with strategic priorities.
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Participate in whole of college policy development and decision-making through membership of the leadership team.
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Maintain current knowledge of Child Safe Standards and all relevant child safety obligations.
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Work to achieve the goals, targets and Key Improvement Strategies of the PCSSC School Strategic Plan and associated Annual Implementation Plans.
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Undertake other duties and responsibilities as determined by the 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
Applications must include:
1. A cover sheet providing contact information including home address, email and phone number
2. A CV with a summary of experience and qualifications
3. Address all the Specific Key Selection Criteria questions
4. The names, email addresses and contact details for three referees
Also ensure that your name is included in the header of all documents (cover letter, CV and key selection criteria responses) and that your personal profile information on School Jobs Vic is up to date.
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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.
