Leading Teacher - Year Level Co-ordinator (Leading Teacher Range 3)
Located in the Inner Gippsland Area of DET’s South East Victoria Region, Wonthaggi Secondary College is a Year 7-12 dual campus school of around 1350 students. The Dudley Campus (Years 7 to 9) and the McBride Campus (Years 10 to 12) are situated three kilometres apart.
The College draws its students from nine feeder schools located in the Bass Coast Shire. The Shire encompasses a large rural and coastal area centred around Wonthaggi, Inverloch, Grantville/Corinella, Coronet Bay and Phillip Island. Over half of the student population travel to the school by bus. There is one major private school in the area and no other Government secondary schools.
Wonthaggi was a coal-mining town but is now the busy hub of a thriving tourist area. The College is located in the rapidly growing Bass Coast Shire.
The current staffing levels comprise approximately 115 teachers and 40 non-teaching staff.
Wonthaggi Secondary College recognises that students have different needs, abilities, interests and ambitions and that its students are drawn from a wide range of socio-economic backgrounds. These differences are catered for through the development of a comprehensive curriculum that extends and challenges students to realize their full potential. Sequential courses of study are provided for Years 7 to 10 in each of the Key Learning Domains. This is achieved using core units at Year 7 and a mixture of core and elective subjects at Years 8, 9 and 10. With a large Year 11 and Year 12 student population, the College is able to offer a broad range of Victorian Certificate of Education (VCE) units and has a strong commitment to Vocational Education and Training (VET) programs. A successful Victorian Certificate of Applied Learning (VCAL) program operates as well as an off-campus Community (Satellite) VCAL program. Additionally there is an Outreach program that supports approximately 15 students each year who have extreme mental health conditions that place them “at risk” of non-participation. In 2017 and 2018 we have also worked with the two Wonthaggi primary schools to supply an intervention/transition program for chronically absent students in Years 5 to 9 (the Wonthaggi Pathways and Transition Setting).
The College continues to develop its enrichment and consolidation programs. Students in Years 10 and 11 have the opportunity to accelerate through the VCE by taking higher-level units than is the norm for their age cohort. A very successful select entry (SEAL) program operates on the Dudley Campus.
College staff conduct a range of quality curriculum and co-curricular programs across both campuses. The College has a tradition of student participation and success in the Performing Arts. The College is a member school of the South Gippsland Schools Music Program and currently has around 100 students involved in the program. Wonthaggi Secondary College regularly enjoys sporting success at local, state and national levels. An ADVANCE program (based on surf lifesaving) also operates in the College.
Participation in Human Powered Vehicle events is also an established part of the College’s co-curricular program. An annual Human Powered Vehicle Grand Prix is a major feature of the local community calendar.
The College is committed to the welfare of its students. To this end, a Student Welfare Coordinator is attached to each campus, along with Careers counselling available at both the McBride and Dudley campus. The staff at Wonthaggi Secondary College are dedicated professional educators who place importance on quality teaching and professional development. The College provides a caring, supportive environment whilst also encouraging teamwork, leadership and a sense of belonging. Students are encouraged to develop leadership skills through the Peer Support Program, the Student Representative Council and as elected student leaders.
Extensive recreational, sporting and educational facilities are available. These include a gymnasium (2 at the Dudley campus), library, canteen, computer centres, theatrette/drama room, courts and oval or playing fields at each campus. The College also enjoys access to extensive community recreational facilities, local beaches and coastal reserves.
The extensive grounds and buildings are generally well maintained and attractive. The College continues to focus on upgrading facilities and grounds.
In 2018, the College, with the support of the Victorian School Building Authority, sees construction of its new Senior Campus commence on vacant land in McKenzie Street (Wonthaggi). This project also includes an extended three-court highball facility with extensive community facilities. The community facility is coordinated with our key partner, the Bass Coast Shire.
We believe all students can learn and that all students can be successful.
We believe that individual well-being stems from a sense of accomplishment and belonging.
We believe there are different forms of success.
Wonthaggi Secondary College seeks to create a challenging learning environment that encourages high expectations for success through instruction that caters for individual differences and learning styles. Creativity and care are pillars of our learning environment.
Achieving success in a caring and creative environment.
SC1 Demonstrated high level understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of teaching and learning in accordance with the Victorian curriculum.
SC2 Demonstrated outstanding classroom teaching and leadership skills and capacity to implement high impact classroom teaching strategies, to lead colleagues to continually improve teaching and learning and to enable all students to achieve their full potential.
SC3 Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.
SC4 Demonstrated outstanding written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.
SC5 Demonstrated commitment and capacity to actively contribute to and to manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, stills and expertise derived from ongoing professional development and 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.
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.
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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Role – Year Level Coordinator
The role of the Year Level Coordinator to ensure that each child receives the best possible care, attention and advice.
Year Level Coordinators are responsible for the progress and welfare of all students at their year level. They are the first point of contact for all matters relating to these students.
Students with serious welfare difficulties should be referred to the Student Welfare Coordinator. The Student Welfare Coordinator plays an important role in counselling students and parents and is able to involve welfare agencies when appropriate.
Responsibilities - Year Level Coordinator
- To lead a Coordination team that is responsible for the general care, welfare and organisation of students at a given year level.
- To oversee all matters associated with the implementation of the College discipline, welfare and uniform policy at the year level.
- To be the key communication link between the College and parents/carers/community members.
- To act as the first point of referral from the classroom teacher for students in matters of discipline, general behaviour and conduct.
- To convene meetings of teachers of the year level (when appropriate), to make recommendations on non-promotion, awarding of merits, student progress, behaviour, and other matters as appropriate.
- To conduct year level assemblies on a regular basis.
- To be responsible for the planning and organisation of excursions, camps and activities appropriate to the year level.
- To communicate with the Principal on matters of importance as they affect or are likely to affect the smooth operation of the year level (eg. Suspensions).
- To be an active contributor in Campus Leadership meetings.
- To assist with implementation of College priorities as contained in the College Strategic Plan and the Annual Implementation Plan.
- To provide advice and active support to students who transfer to or from the College during the course of the year
- The Year 7 Coordinator is to take a leadership role in Grade 6 to Year 7 transition.
- The Year 9 and Year 10 Coordinator take a leadership role in Year 9 to 10 transition.
- To plan and implement necessary procedures to assist students and their parents with the choice of appropriate subjects and courses of study at the year level.
- To manage the subject selections of all students in their year level, including the input of student’s selections and producing individual student timetables.
- To manage the storage of information about individual students (including medical, welfare, learning needs and behavioural) and pass that information on to the Year Level Coordinators and teachers of the flowing year level.
- To support, assist and advise all teachers in matters of discipline and classroom management and control.
- To role model and support teachers in the use of the positive behaviour management plan at the Dudley Campus.
- To be the key contact between the College and home in matters affecting the welfare of individual students, and to disseminate the relevant collected information to teachers.
- To be the key link with the Student Welfare Coordinator in dealing with welfare issues amongst students in their year level.
Teaching & Learning:
- To role model excellent classroom teaching & learning and to assist staff in developing their skills in the classroom.
- To lead staff in a Professional Learning Team (PLT) that will investigate strategies to improve student learning and teacher practice.
- To oversee the Performance Development Process for members of their PLT.
- To lead staff in developing classroom strategies for improving student engagement.
- To oversee the assessment and reporting of students at that year level.
- To assist the administration of the College in planning the curriculum and courses of study for students at year level and to assist with the structuring of timetable blocks.
- To oversee the punctuality and attendance of students in the level and to follow up absences. In cases of frequent absence, to contact parents seeking explanations and coordinating appropriate action to address the lack of attendance.
- To work with the office administration staff in tracking student absences.
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