Our way of doing things at GSSC
The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.
Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school¿ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.
Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.
Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.
In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.
This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.
Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.
-
Find out more about GSSC: https://www.gssc.vic.edu.au/
-
Follow us on Facebook: https://www.facebook.com/GreaterSheppartonSC
Our facilities
Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.
A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC¿s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.
Our people
They say it takes a village to raise a child and the same goes for our school community ¿ we simply could not do it without our talented, diverse and passionate teaching and education support staff.
Whether it¿s in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.
Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.
Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.
The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.
-
Find out more about the Academy here: https://www.academy.vic.gov.au/
-
Here from our talented teaching staff about why they love teaching in our community:
-
https://www.youtube.com/watch?v=MvLX0wXi7LA
-
https://www.youtube.com/watch?v=IDBLqF3dyWs
Our community
GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.
GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.
Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.
The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.
-
More about our First Nations history and diversity here: Shepparton and Goulburn Valley Destination Rebrand Hero Video - YouTube
-
More about the Greater Shepparton community here: https://greatershepparton.com.au/region/moving-here
Our history
GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton¿s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.
GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.
Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2022 bringing students from all four campuses onto the one site.
-
More on Education Plans Victoria here: https://www.vic.gov.au/education-plans
Please address the following state-Wide Criteria:
(1) Educational Leadership
Outstanding capacity for visionary and exemplary educational leadership of a school or college.
Highly developed skills in leading and managing change including the leadership of others in the process of change.
(2) Financial, Managerial & Administrative Ability
(3) Planning, Policy & Program Development & Review
Exemplary values appropriate to the development of student learning with a demonstrated capacity to achieve high quality student outcomes.
Demonstrated ability to implement Department policies to a high level.
An understanding of, and a commitment to, the use of learning technologies to improve teaching and learning.
(4) Leadership of Staff & Students
A highly developed capacity to motivate staff, develop their talents and build an effective team.
A clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents.
(5) Interpersonal & Communication Skills
Highly developed interpersonal and communication skills in individual, small group and community contexts.
Exemplary values pertaining to personal qualities of objectivity, sensitivity and integrity.
An ability to work with parents and the community to develop a strong learning environment
(6) Local Criterion
Demonstrated experience leading change and influencing staff to embed inclusive practices within a whole school improvement agenda.
The Disability Inclusion Leader at Greater Shepparton Secondary College will contribute to the leadership and transformation of the school to provide an excellent education and viable pathways for students by:
building a culture that mirrors college vision, values, mission and educational philosophy and ensures consistency of agreed practices across the college.
contributing to excellence in teaching, learning and teacher pedagogy.
leading the development of student connections to each other, to staff and to the school and
building community participation and ownership of the new school.
The role will ensure:
all students have the best opportunity to pursue their desired pathway.
consistent implementation of agreed practices across the college.
the inclusion and development of all students across the college
GENERAL RESPONSIBILITIES
Work with the Principal team to provide leadership and modelling of college values across the college
Attend and actively contribute to Leadership and all other relevant college meetings and events
Adopt college leadership and teacher expectations and model these to other teachers
Hold staff accountable for implementing all College processes and procedures
Contribute to the development of the GSSC Strategic Plan and Annual Implementation Plan
Contribute to professional learning at the College
Support staff by modelling and coaching in effective curriculum planning and delivery
Conduct performance reviews of a number of staff
-
Support the implementation of the VTLM2.0 in collaboration with the wellbeing and inclusion teams
SPECIFIC POSITION ACCOUNTABILITES
The Disability Inclusion Leader will have the following functions:
General:
Lead an Inclusion Team that will collaborate with the Department of Education¿s Area-based multi-disciplinary teams
Oversee the implementation of the DIP funding model at GSSC (end-to-end process)
Provide support to teachers (coaching, professional learning) with inclusive curriculum and teaching practices, including supporting Domain and/or Year Level teams and Education Support
Provide support to House Leaders and other relevant staff with developing inclusive and effective individual education plans
Coordinate the school¿s Disability Inclusion Program
Coordinate and facilitate the application process linked to the Disability Inclusion Profile (DIP)¿ including identification, screening and assessment of students with parent/carer(s)
Oversee ES support for Tier 2 and Tier 3 funded students in the classroom
Coordinate the work of the DIP Assistant
Contribute to the case management of Tier funded students by supporting Key Contacts to connect DIP students with both internal and external interventions
In conjunction with the Finance Manager & Executive Principal ensure the DIP Budget is allocated appropriately
Overseeing the appointment of new staff into the Disability and Inclusion Program
Regularly participate in Learning Walks with staff to monitor the support provided to funded students
Analyse AToSS, Staff Opinion and Parent Opinion surveys as pertains to Inclusive Education
Plan and implement evidence-based intervention strategies for students with complex needs including collaborating with families, other professionals and agencies when appropriate, and manage the associated risks
Work collaboratively with the school to contribute to policies and operational practices that will guide the work of others, including other school staff and teachers in relation to Disability & Inclusion
Provide leadership and professional learning to others, such as teachers and other school staff, to build the capacity to improve students¿ learning and developmental outcomes
Liaise with the AP4 Wellbeing & Inclusion Leader, and other Department areas (including secondary school nurses and Student Support Services staff) and external service providers where necessary to provide support to students
Maintain professional competence and continued professional learning, including attending and leading professional development activities throughout the year
Work collaboratively with the Curric & Ped, Learning Growth & Excellence AP2 and Wellbeing Team
Collaborate with the Curriculum & Pedagogy & Wellbeing Teams to ensure intervention programs are appropriately targeted to the students needs
Monitoring Mandated Requirements for DIP Students:
Maintain the GSSC mandated students register for DIP students and report on the progress of meeting IEP, SSG, BSP and safety plan requirements to Neighbourhood Leader meetings and the Executive SIT ¿ this will be a standing agenda item at both meetings
When planning for the use of Tier 3 funding, ensure targeted, evidence-based strategies that will have lasting and long-term benefits for the individual student, as well as building the capacity of GSSC to provide an inclusive curriculum for students with additional learning needs
Provide a timeline for the completion of requirements for DIP students
-
Facilitate regular professional learning for staff on the development of IEPs for DIP students
Monitor the quality of IEPs, PSPs and Safety Plans for DIP students and provide advice and support to individual staff as required
Complete the NCCD accurately to assist in determining students in each Tier group
Diverse Learners¿ Hubs:
Manage the Diverse Learners¿ Hubs in each Neighbourhood
Manage the DLHQ process
Develop a strategy to improve student learning outcomes through the implementation of the Diverse Learners¿ Hub and identify evidence to be collected in order to monitor progress
Coordinate the work of the Diverse Learner¿s Hub Coordinator
Managing the process of referring students who would benefit from time in the Diverse Learners Hub
Ensure the Hubs are appropriately resourced
Conduct regular meetings with Hub Coordinator, Sub-School Leaders and Wellbeing Staff
Attendance:
Provide advice and guidance on support available to identified students or cohorts of students
Monitor the assessment and reporting of students with modified programs and address issues as they arise
Professional Learning & Meetings:
Attend Wellbeing & Inclusion SIT Meetings
Chair regular Disability & Inclusion Governance Meetings
Convene weekly meetings with the Student Support Coordinator
Convene regular meetings of the Inclusive Education Workforce
Provide professional learning to staff on aspects of the Inclusive Education Program
Develop a professional learning plan to build staff capability in Inclusive Education
Attend the Area Wellbeing Community of Practice (CoP) Meeting and reporting back to Leadership
Facilitate the morning check in with the LSA Team
Communication:
Provide regular snapshots or articles for the Staff Connect
Provide regular snapshots or articles for parent communications to enhance parents as partners
This Assistant Principal Position has a teaching load that will be determined by the Executive Principal.
Other duties as required by the Executive 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
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.
