Location Profile

College Profile
Hume Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1200 students and growing. Our vision to develop and nurture the social, emotional and academic growth of all students in order that they become resilient, life-long learners equipped with the skills, qualifications and personal attributes for success in and beyond school.The College has three state-of-the- art campuses: two Year 7-9 Campuses located at Blair Street and Dimboola Road and a Year 10-12 Campus on the south west corner of Broadmeadows Town Park. The Blair Street Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia. The academic success of our students is ensured through a guaranteed and viable Year 7-12 curriculum combined with dedicated teachers and support staff who are committed to provide for the learning needs of all of our students.
Hume Central Secondary College is a vibrant school community with an outstanding school climate and a positive culture where staff are valued and numerous structures support strong collaboration . School climate data from the annual staff opinion survey shows that positive endorsement is consistently above similar schools, network and state, with significant strengths in the areas of:
Staff trust in colleagues
Collective responsibility
Collective focus on student learning.
Our strategic intent incorporates a focus on maintaining student engagement in learning so that students are able to complete their secondary education and make the transition to a meaningful and sustainable post school destination. Excellent results in VCE ensure that over 97% of our students secure a tertiary placement in either University or TAFE. Our VCE ¿ Vocational Major and Victorian Pathway Certificate programs provides students with the opportunity to engage in applied learning whilst completing vocational qualifications and gaining vital industry experience. Students in Years 10-12 are able to incorporate a range of VET programs into their senior secondary learning program.
An important focus of our College is to support our students to learn effectively and to develop positive attitudes and behaviours. This can only be achieved when our students, parents and teachers work together in partnership. We endeavour to provide a learning environment that will nurture personal development and establish a strong connectedness to school. All staff and College Council members share a high regard for the trust which parents/guardians place in us and the College is conscious of the need for regular and accurate communication with parents. Student data is regularly updated and shared with families via the Compass Portal. Working together as a learning community is essential to maximise student outcomes and prepare students for successful pathways and lives in the future. The Careers and Pathways team is a central component of supporting our students to achieve success at school and beyond. Our curriculum and wellbeing programs promote academic rigor and achievement whilst providing structure and care to support our students and their families to achieve rewarding personal and academic outcomes.
Hume Central Secondary College is a vibrant learning Community. We invite you to visit our website for more information and/or our learning communities during or after school hours.


For further information please contact Sonia Bedggood on 0429 330 340

Selection Criteria

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.

Role

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.
COLLEGE VISION
At Hume Central Secondary College we aim high and strive to discover our unique talents, to chase our dreams and create a successful future.
HUME CENTRAL SECONDARY COLLEGE IS A CHILD SAFE SCHOOL
Hume Central Secondary College holds the care, safety and wellbeing of its students to be at the core of all we do. The College is committed to ensuring that all staff of the College act in a manner that promotes the inherent dignity of each of our young people and their fundamental right to be respected and nurtured in a safe school environment. This commitment includes regular and appropriate learning opportunities in relation to child safety and young people¿s protection and wellbeing. We also commit to listening to, and taking seriously, all concerns voiced by students, staff, parents and caregivers, volunteers and contractors. We commit to continuously reviewing and improving our systems to protect children from abuse.
LEADERSHIP STATEMENT
Hume Central Secondary College recognises the need for a strong and supportive leadership team committed to the College vision and able to develop and implement the School Strategic Plan (SSP) and Annual Implementation Plan (AIP) targets to meet set goals. Leading Teacher positions may be linked to the work of a particular AIP area, there is an expectation that all College priorities are reflected in the daily practice of all Leading Teachers.
LEAD TEACHERS
Lead teachers are recognised and respected by colleagues, parents/carers and community members as exemplary teachers. They have demonstrated consistent and innovative teaching practice over time. Inside and outside the school they initiate and lead activities that focus on improving educational opportunities for all students. They establish inclusive learning environments, meeting the needs of students from different linguistic, cultural, religious and socio-economic backgrounds. They continue to seek ways to improve their own practice and to share their experience with colleagues.
They are skilled in mentoring teachers and pre-service teachers, using activities that develop knowledge, practice and professional engagement in others. They promote creative, innovative thinking among colleagues. They apply skills and in-depth knowledge and understanding to deliver effective lessons and learning opportunities and share this information with colleagues and pre-service teachers. They describe the relationship between highly effective teaching and learning in ways that inspire colleagues to improve their own professional practice.
They lead processes to improve student performance by evaluating and revising programs, analysing student assessment data and taking account of feedback from parents/guardians. This is combined with a synthesis of current research on effective teaching and learning. They represent the school and the teaching profession in the community.
https://www.aitsl.edu.au/tools-resources/resource/standards-at-the-lead-teacher-level

Responsibilities

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
• Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
• Leading and managing staff performance and development (review of staff);
• Teaching demonstration lessons;
• Leading and managing the development of the school's assessment and reporting policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
• Responsibility for general discipline matters beyond the management of classroom teachers;
• Contributing to the overall leadership and management of the school;
• Contributing to the development of proposals for school council consideration;
• Developing and managing the school code of conduct.

It is expected that Leading Teachers at the College will fulfill the following responsibilities:
College Wide

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan, AIP and school priorities
• Leading and managing the provision of professional development and creating development plans for staff
• Demonstrating exemplary classroom practice and creating structures to promote reflective teaching practice, continuous learning and shared responsibility for student outcomes
• Leading and managing staff reviews and development through the PDP, ensuring alignment with SSP/AIP goals and targets
• Consistently demonstrating behaviours underpinned by DET values and enacting the College¿s vision in all interactions within our community
• Actively promote and continue to develop the use of Compass amongst the College Community (staff, students, parents/carers and other key stakeholders).

Campus Based

• Leading and managing the implementation of campus operations and policies related to student learning, engagement and wellbeing
• Actively leading on the campus to foster a safe, respectful and productive environment
• Building and maintaining collaborative teams and promoting cooperative working relationships with all members of the community
• Mentoring, guidance and support of staff to improve practice
• Actively contributing to campus meetings in a positive and constructive manner.

LEARNING LEADER - HUMANITIES
Position Overview
The Humanities Learning Leader will lead the professional learning community ensuring that there is a focus on continuous improvement and documentation of all relevant learning programs. Within this context Learning Leaders should create conditions for teachers to enhance pedagogical practice and improve student outcomes. Learning Leaders will build teacher capacity and create opportunities for collaborative inquiry. Learning Leaders will also work in collaboration with Learning Specialists to lead evidence-based inquiry and develop curriculum that is innovative and responds to a wide-range of student learning needs.
It is expected that the Leading Teacher performing this role will:

• develop, embed and review rigorous systems and processes to support a range of collaborative strategies that focus the work of Professional Learning Community (PLC) members
• work with the College Leadership Team in the analysis of student learning data (including PIVOT, NAPLAN, Progressive Achievement Test (PAT), Learning Task and Report data) to inform the planning, implementation and review of teaching and learning strategies to improve student outcomes
• lead the ongoing development of assessment, moderation and reporting policies and practices within the PLC, in collaboration with members of the College Leadership Team
• lead the development, implementation and evaluation of programs to improve student learning outcomes through the use of the Evidence-Based Inquiry Cycle for continuous improvement in collaboration with members of the Student Learning Team
• lead the Professional Learning Community (PLC) to collaboratively develop, document and review a consistent, inclusive and engaging 7-12 curriculum designed to meet the needs of all students and in accordance with Departmental, VCAA and local guidelines
• lead the development and implementation of the PLC Literacy and Numeracy Action Plan, in collaboration with members of the Student Learning Team, incorporating 3L (Literacy and Language for Learning) and other literacy strategies, including those drawn from the Departmental Literacy Toolkit
• lead PLC members to incorporate the best pedagogical practice, including the ongoing implementation and evaluation of the Explicit Instruction Model (EIM), and High Impact Teaching Strategies (HITS), in collaboration with Learning Specialists
• work with members of the College Leadership Team to support the ongoing implementation and evaluation of the Satisfactory Completion Policy, including assessment, moderation and reporting policies and practices
• collaborate with the Assistant Principal (Teaching and Learning) and College Operations & Staffing Leader to facilitate and embed e Learning in curriculum design, assessment practices and pedagogy
• review learning area curriculum program annually and work with the Pathways Careers Leader and Senior Campus Leadership to update the Senior Pathways Handbook
• lead the promotion of programs and special events in the PLC
• lead and manage PLC related excursions and incursions College wide
• lead relevant Education Support Class (ESC) staff in their support of the learning area as appropriate
• manage assigned budget and resources
• perform other duties as negotiated with the Principal.

Who May Apply

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.

EEO AND OHS Commitment

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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Child Safe Standards

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

DE Values

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

Other Information

This position is a 3 year tenured position
Applications should include:
A specific response to all of the key selection criteria and position details.
Application Pro forma:
a. The pro forma is a cover sheet providing the name of the applicant and record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position.
b. A CV with a summary of experience and qualifications.
c. The names, contact and email details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

Conditions of Employment

• 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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.