Time fraction 1.0 - fulltime - the role is advertised as fulltime however, there is flexibility of this role being part-time with negotiated days to the selected applicant. 

Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometres south-east from Melbourne CBD.  As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2150 students in 2024, an almost 10% increase on 2023.

 The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 9.7% of the entire cohort and 1% of students are indigenous.The 2024 SFOE index is 0.4551.

 The College currently has the equivalent of 173 full time staff, including a Principal, seven Assistant Principals, 11 Learning Specialists, 21 Leading Teachers, EFT 156.1 teaching staff, and 56.6 Education Support staff.

Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, Positive Education, and wellbeing.

 CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs.

 At Cranbourne East Secondary College, we stand by our purpose and motto:

Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success.

 We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our college values of Respect, Growth, Achievement, and Responsibility.

 It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.

 The College had a school review in 2023, with a new strategic plan in place for 2024-27. A review of the organisational structures occurred post this review to ensure comprehensive leadership in priority areas to support achievement of goals and targets.

 The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency.

 English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in Junior School and offered as electives in the Middle Years.

 Enrichment and support interventions are numerus at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, STEM and Sport Pathways, and Hands on Learning. Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, annual College Production, and Blue Edge Program.

 As students move into Senior School, broad and robust traditional Victorian Certificate of Education (VCE) and Vocational Major (VM) pathways are available to students. The award winning VM Program has yielded immense, ongoing successes of our students, particularly coupled with the 4C¿s (Cultivating Creative Cultures with Communities) link. Ongoing growth in our VCE results has led to a consolidation of median student study score of 33 in 2023. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.

 Our highly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in curricular programs of Learning 4 Success, Pathways 2 Success, and year 10 core subject, Industry and Enterprise.

Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.

We recognize and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on Positive Education and tiered supports. Staff are currently undertaking professional learning in the Berry Street Educational Model across the next two years to enhance trauma informed pedagogical approaches.

SC1      Demonstrated high level of knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated high level of ability to respond to student learning needs.

SC2      Demonstrated high level of ability to plan for and implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.   

SC3      Demonstrated high level of ability to monitor and assess student learning. Demonstrated high level of ability to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      Demonstrated high level of interpersonal and communication skills. Demonstrated high level of ability to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5      Demonstrated behaviours and attitudes consistent with Department values. Demonstrated high level of ability to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities. 

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:

• Have the content knowledge and pedagogical practice to meet the diverse needs of all students
• Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
• Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
• Supervise and train one or more student teachers
• Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

The role of classroom teacher may include but is not limited to:

• Direct teaching of groups of students and individual students;
• Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school;
• Undertaking other classroom teaching related and organisational duties as determined by the School Principal;
• Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions;
• Undertaking other non-teaching supervisory duties.

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.

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

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 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.