Kyabram P-12 College is a co-educational school located approximately 200 km north of Melbourne, in the rural township of Kyabram on the western edge of the Goulburn Valley, midway between Echuca and Shepparton. Enrolment numbers have remained stable at approximately 920 students, with six percent of students with English as an additional language and seven percent are Aboriginal or Torres Strait Islander. Our Student Family Occupation (SFO) index is 0.5473 and our Student Family Occupation and Education (SFOE) Index is 0.4817. Our staff consists of 136 EFT staff which include 3.0 principal class, 99 teachers, and 34 education support staff.
We offer a seamless journey from the start of a student¿s schooling experience to the completion of their secondary education be it in the VCE University Placement (UP) pathway or VCE Vocational Major (VM). Our dedicated teaching team focus on the learning and wellbeing of every student. The college aims to equip all students to approach their futures with spirit and confidence. We foster the partnership between students, parents/ carers, staff, and the broader community. We teach and encourage every student to:
Be respected and respectful as an individual.
Be tolerant and nurture individual diversity.
Make the most of their opportunities to learn in an innovative, challenging, and inspiring education environment.
Demonstrate a high degree of personal responsibility and accountability.
We strongly value our community relationships with emphasis being placed on the College values of Respect, Responsibility, and Community.
We have implemented SWPBS (School-wide Positive Behaviour Support) in the college which is an evidence-based framework designed to help schools create positive, safe, and fair settings where students and teachers can thrive. It focuses on teaching and encouraging positive behaviour, supporting all students, and providing extra help to those who need it.
A comprehensive curriculum P-12 is enhanced by well documented units of study delivered within the college pedagogical model. The college curriculum offers a wide range of subjects at VCE and has a well-established Applied Learning program which continues to be a leader in its field, providing support and guidance to other schools. The College also offers students an extensive range of VET subjects which can be accessed from Year 10 into Year 12. The college is a Registered Training Organisation (RTO), and have been able to support a wide range of career choices for students.
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.
The Learning Community Leader will be a highly skilled classroom practitioner who will continue to spend most of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities to the students and staff of the allocated learning community.
The Learning Community Leader is expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement, and wellbeing for students. They will model excellence in teaching and learning through allowing others to observe their lessons, and mentor/ coach teachers to improve their skills, knowledge, and effectiveness of the teaching workforce.
Students
- Maintain learning community teaching spaces, ensuring appropriate and engaging visuals are displayed.
- Oversee the planning, preparing, and running of year level camp/s.
- Support the Disability Inclusion Leader to monitor the progress of students with Individual Education Plans
- Work with classroom teachers to monitor progress of students with Individual Behaviour Management Plans.
- Conduct district school and primary transitions as required.
- Oversee the transition of new students into the College.
Learning Community
- Ensure accurate student records using Compass.
- Chair meetings of Learning Community Teams as needed.
- Coordinate information evenings and other parent/ community forums.
- Promote student achievement via the newsletter, school publications and College Facebook page.
- Work with the parent community to develop a strong and responsive learning environment.
- Manage the Program budget.
- Work closely with teachers and other staff members when student behaviour interventions are required.
- Oversee student behaviour management of the learning community, working with classroom teachers for day-to-day incidents and the relevant sub-school principal for more serious incidents.
- Ensure open communication with Principal Class and other Learning Community Leaders including participation in meetings.
Attendance
- Oversee the monitoring of attendance for students in the allocated learning community, periodically sharing attendance data with team members and discussing interventions used to improve data for all students in the learning community as well as specific students.
- Work with Wellbeing Team and other key staff to improve attendance of students with an overall attendance rate of less than 80 %, ensuring attendance plans are incorporated in a timely manner.
- Work with the Admin Assistant to ensure attendance rolls for all lessons are up to date.
- Review the attendance reports presented by the Admin Assistant on a weekly basis.
- Maintain an overview of student attendance and wellbeing matters and liaise with others to address as appropriate.
Wellbeing
- Work with the Wellbeing Team to promote the general wellbeing and resilience of all students and incorporate wellbeing programs across the Learning Community.
- Regularly meet team members and Wellbeing Team members to discuss key strategies for specific students identified as at risk. ¿ Monitor student progress and wellbeing and intervene proactively.
- Provide support to classroom teachers and refer as appropriate for expert advice.
- Support classroom teachers to develop Individual Support Plans as appropriate and liaise with College Wellbeing Team to ensure regular support for students at risk.
- Provide support to Year Level Coordinators for wellbeing matters beyond the management of classroom teachers and year level coordinators and refer as appropriate for expert advice.
- Support the Year Level Coordinators to develop Individual Support Plans as appropriate and liaise with College Wellbeing Team to ensure regular support for students at risk.
- Support the Year Level Coordinators to develop Behaviour Support Plans and liaise with Wellbeing Team.
- Support the Year Level Coordinators to develop, monitor and review individual and shared Safety Plans.
Engagement and Learning
- Oversee class groupings within the learning community to maximise student learning and wellbeing.
- Be familiar with the learning environment across the Learning Community.
- Support the development of programs and practices which promote engagement, differentiation, and inclusion.
- Monitor, plan and assist in implementing cohort programs, including events, camps, excursions/ incursions.
- Ensure the calendar is balanced with events and activities across the term that are relevant to the learning community, allowing continuous development in student learning.
- Work with colleagues to motivate students to develop resilience, curiosity, skills, knowledge, and talents to enable improved outcomes for students.
- Assist in coordinating and implementing testing and assessment schedules which meet student, program, school organisational and DET requirements.
- Support and encourage teachers to improve student learning, engagement, and transitions.
- Investigate programs that will enhance student achievement and lead positive changes based on research.
- Develop programs that give students strategies to handle study, homework, and personal issues.
- Work with the Student Leadership and Enrichment Coordinator to ensure student voice is actively sought, heard, and considered in all elements of school life.
- Analyse the Attitudes to School Survey results to identify at least one key focus area to improve.
- Work closely as needed with families to support student engagement and learning.
Transition and Pathways
- Greet newly enrolled students and ensure they are allocated to most appropriate class/ subjects.
- Provide an effective Induction Program for new students into the Learning Community.
- Ensure positive, successful, and informed transitions across relevant learning community year levels.
The Learning Community Leader may be required to carry out other duties 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
- 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.
