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.
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.
Leading Academic Improvement:
- Have a high level of knowledge of the Victorian Curriculum and VCE Study Designs for all subjects offered within relevant areas
- Collaboratively lead the following whole school priorities both across the college and within the allocated learning areas:
- Curriculum architecture (based on a backwards design model)
- LSC Instructional Model (LEARN)
- Literacy and numeracy across the curriculum (including building reading and fact/number fluency)
- Support staff to implement school-wide expectations related to learning within their classes, including lesson plans, workbook setup and phases of the LEARN Instructional Model
- Support Sub School Leaders to successfully implement the LSC Homework Policy as well as initiatives to build academic rigour e.g. Year 10 academic rigour, VCE/VM Readiness Tasks and holiday homework
- Collaborate with Assistant Principal team to lead NAPLAN data improvement initiatives, including:
- Development of strategies to familiarise students with NAPLAN-style assessments and questions
- Building staff/student/parent/carer understanding of NAPLAN and how to support students to engage
- Identifying students on the cusp of the next proficiency level (Developing/Strong) and develop plans that classroom teachers and ES staff can use to target gaps in knowledge, understanding and skills
- Working with teaching teams to use NAPLAN data to incorporate skills into their curriculum and teaching
Leading Staff:
- Lead the implementation of a guaranteed and viable curriculum within the allocated learning areas, including the development, implementation and ongoing refinement of Curriculum Maps, Common Assessment Tasks (CATs), Instructional Rubrics, and Teaching and Learning Planning Tools (TLPTs)
- Lead the implementation of instructional coaching at LSC, including the facilitation of coaching sessions with staff members teaching within the specific teaching and learning team e.g. Maths/Science, Arts/Tech
- Lead the development and implementation of professional learning focused on:
- Using learning, engagement and wellbeing data to design learning activities that support and challenge
- High-quality, evidence-based pedagogies including Science of Learning-aligned practices e.g. engagement norms, daily reviews, checking for understanding, explicit direct instruction
- Other evidence-based pedagogical practices based on current, verified research
- Challenging and extending learners identified as high-ability based on their learning data
- Build the capacity of middle leaders (e.g. Learning Area Assistants) in allocated learning areas to implement the PLC cycle alongside high-quality collaboration sessions between staff, with a particular focus on:
- Using student learning, engagement, and wellbeing data to plan for learning
- Reviewing curriculum maps, CATs, rubrics and TLPTs
- Designing learning programs based on the Victorian Curriculum that engage, challenge and support
- Development of high-quality assessment, including regular formative assessment
- Moderation practices to assess impact of teaching and inform future instruction
- Lead the implementation of assessment and reporting within learning areas in line with college-wide assessment and reporting processes, practices and timelines
- Ensure consistency within and across all learning areas on the implementation of assessment and reporting, including the consistent use of Compass Learning Tasks and school-determined reporting structures
- Build staff understanding of curriculum design and implementation within the allocated learning areas, including the building of curriculum expertise and high-quality pedagogical strategies
- Build common, high-quality pedagogical practices within/across learning areas through professional learning
- Lead the strategic implementation of Science of Learning (SOL) at the college aligned to the curriculum architecture, and the LEARN Instructional Model
- Support the new staff professional learning program by developing and facilitating workshops focused on Science of Learning, the LEARN Instructional Model, and high-quality, evidence-based pedagogical practices
- Coach and mentor teachers to successfully implement SOL-aligned and high-quality, evidence-based practices as part of the college¿s observation, coaching and mentoring framework, including inviting others to observe own classes and practice
Leading Students:
- Collaborate with LT Student Leadership and Engagement to establish opportunities for students to have a voice in shaping the curriculum to be offered at LSC, including opportunities to work with staff to design and give feedback on curriculum
- Build a shared and common understanding with students about the teaching and learning practices implemented at LSC, including the curriculum architecture and instructional model
- Develop and lead sessions as part of the student Start Up Program (SUP) that teaches students academic expectations and skills for success applicable to all subjects e.g. workbook setup, being a successful learner
- Support the facilitation of whole school assessment and testing sessions for students (e.g. NAPLAN, PAT, RVEAL), including facilitation of student assemblies and information sessions as required
Leading Community:
- Support with the agenda and communications regarding whole school curriculum days focused on learning
- Promote teaching and learning opportunities and experiences through communication channels
- Collaboratively lead events related to teaching and learning, including subject fairs and information evenings
- Contribute to the development and regular review of curriculum structures and offerings at the college, including subject handbooks and related information
Managerial Leadership:
- Support the collection, analysis, summarising and presenting of relevant student learning data
- Oversee the production and review of relevant documentation, including policies, handbooks and booklists
- Organise and lead professional learning related to Teaching and Learning or other required areas
- Manage and oversee the relevant learning area budgets
- Oversee the annual update of booklists for relevant subjects, including text and equipment selections
- Lead regular teacher collaboration sessions for allocated learning areas
- Attend regular Teaching and Learning meetings
- Undertake Quick Obs to improve whole school practices as a member of the SIT
- Attend scheduled meetings as part of the SIT
- Set up clear communication structures with staff, students, parents and carers
- Model SIT trademark behaviours at all times
- Other duties as directed by the Executive Team
Specific Health, PE and Sport Teaching and Learning Leader responsibilities:
- Lead the organisation and operation of House sporting events (Swimming, Athletics, Cross Country)
- Lead the collection of student sport preferences and creation of classes for Year 7 and 8 Sport classes and plan curriculum accordingly
- Lead the application process for Sporting Schools grants, and utilize funding to facilitate PE and Sport curriculum (e.g. professional coaches), working with the Business Manager to ensure all acquittal of funds is complete
- Lead the implementation of whole school Health/PE events and celebrations
- Oversee the college¿s involvement in interschool sports, including acting as representative at interschool sport meetings with other schools along the Sports Admin ES staff member
- Coordinate the work of the Sports Admin ES staff member, including their work in support of the personal training gym space, interschool sports and equipment/space maintenance
- Coordinate the operation of HPE facilities, including a PE timetable for spaces and open times for the personal training gym
- Ensure staff and students using the personal training gym space have been properly inducted for safety
- Lead the college¿s implementation of the Resilience, Rights and Respectful Relationships (RRRR) curriculum as part of the Health and Mentor learning and teaching programs
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.
- 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.
