SC1      Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2      Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5      Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.  Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:

• Demonstrating high-level expertise in teaching and learning practice
• Modelling exemplary classroom practice including through teaching demonstration lessons
• Working with the school leadership team to develop a shared view of highly effective teacher practice
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
• Supervising and training one or more student teachers and mentoring and/or coaching teachers
• Modelling exemplary use of student data to inform teaching approaches
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
• Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice

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 of Education and Training 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.

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

• 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 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.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Background

Officer Secondary College was founded in 2015 and has grown rapidly.  Currently our population is 1020 students. The college is located in Melbourne’s South-East with convenient access via the M1 motorway and Pakenham train lines.

Vision

Officer Secondary College is a 21^st century learning community with strong, vibrant partnerships between students, teachers, families and the broader community. Its educational philosophy is centred on learning and relationships. This is underpinned by the values: Respect, Inclusion, Leadership, Excellence and Citizenship. The College motto is ‘Learning together, learning to lead, together we inspire.’ We believe that every student should have an opportunity to choose a life that has meaning, and that every child can achieve success.

At Officer Secondary College, we believe that teaching is a team endeavour. We promote a highly collaborative environment. This is visible through our team teaching, our PLC structures and a shared ownership of student learning data.

New Teacher Support

As a growing educational facility committed to excellence, Officer Secondary College has highly effective systems to support teachers that are new to the college. The bulk of all meeting time has a professional development focus and there are a number of highly subscribed optional professional development sessions to further augment teacher skills. All teachers new to the college are assigned a mentor, who supports them with induction and classroom coaching to hone their skills.

Additional information about our professional development and support for new teachers can be found in the employment section of the school website:

https://www.officersc.vic.edu.au/employment/

Teaching and Learning Excellence

Officer Secondary College is a Professional Learning Community (PLC) college and is one of only three Secondary schools across the state to be selected as PLC Link Schools. Significant meeting time is devoted to teachers working in subject teams to analyse formative assessment data, identify appropriate interventions and share effective strategies. We know that this is the most effective model to maximise both teacher and student learning.

Officer Secondary College is a team-teaching school. In the majority of our Year 7-9 classes, 50 students are co-taught by two teachers. This provides huge flexibility to support specific sub-groups of students with particular learning needs. It is also an outstanding opportunity to learn new teaching skills and be part of an effective team in improving student learning.

Officer Secondary College has a broad intervention program. In Years 7 and 8, students receive point-of-need support with their Literacy and Numeracy, in addition to regular English and Mathematics classes. In later years, in addition to Literacy and Numeracy support, students can access specific intervention modules that will support them with their VCE learning.

Learning Communities

Officer Secondary College has a “school within a school” model to ensure that every student has a core team of teachers and coordinators they can connect with, and build ongoing relationships with, over the course of their schooling. Our 6 Learning Communities were named by our first cohort of students in 2015, reflecting our focus on student voice and inclusion. These Learning Communities foster an encouraging and friendly atmosphere in which students can learn effectively, and on preventing problems before they occur. The Learning Communities extend beyond just the students, with every member of staff belonging to a Learning Community, working with Leadership, Teachers and Students to ensure that every student feels safe, known and is making learning growth.

Each Learning Community is led by a Learning Community Leader; whose primary responsibility is to support the students in their Learning Community during their time at Officer Secondary College. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community throughout their time at Officer Secondary College, which allows Learning Community Leaders and Learning Community Staff to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student’s families as the need arise.

Officer Secondary College provides a supportive environment in which students are prepared to take on challenges, be that in the classroom, in sport or by taking a role in student leadership. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.

Student Leadership

At Officer Secondary College there are many opportunities for active student participation in leadership. These positions include:

• Student Leadership Executive Committee – School Captains, School Vice Captains and SRC President
• Student Representative Council
• Learning Community Captains
• Learning Community Sports Captains
• PBS Leaders
• E Leaders
• Environmental Captains
• Arts Captains

These positions are awarded based upon rigorous process that includes a written application and an interview. There are a variety of responsibilities and activities that the student leadership team are involved with during the year, with a particular emphasis upon building their capacity as leaders. Student leaders complete duties during Learning Community Time as required and encourage the student body to participate in house sports and other school based activities.

These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience. Through this process we allow our students to achieve the College motto of ‘Learning together, learning to lead, together we inspire’ and to build on the six college values.

Positive Behaviour Support

Officer Secondary College began the implementation of the School-wide Positive Behaviour Support framework since opening in 2015. Over this time SW-PBS has evolved to becoming a core part of the work of Leadership, Staff and Students at Officer Secondary College. We use SW-PBS to improve the social, emotional, behavioural and academic outcomes for children and young people. By implementing SWPBS, teachers and students at Officer Secondary College have more time to focus on relationships and classroom instruction. Students and staff benefit from:

• increased respectful and positive behaviour
• increased time focused on instruction
• improved social-emotional wellbeing
• positive and respectful relationships among students and staff
• increased adoption of evidence-based instructional practices
• a predictable learning environment with improved perceptions of safety and increased attendance

Officer Secondary College has implemented the SW-PBS eight essential features. At Officer Secondary College these are:

1. Establish a common philosophy and purpose: Staff and students use a common language to discuss behaviour. At Officer Secondary College this takes the form of the 5Bs (Expected Behaviours) and 5Rs (Ladder of Intervention).
2. Establish Leadership and school-wide support: A vibrant team at the college, consisting of Leadership, Learning Community Leaders, Classroom Teachers, Wellbeing, Integration Aides, Support Staff and Student PBS Captains, leads implementation by creating, reviewing and monitoring an action plan.  The work is done in collaboration by the whole staff with input from students and the community.
3. Clearly define a set of expected behaviours: Officer Secondary College has identified 5 behavioural expectations that apply at all times. These are our 5Bs. These clear, positively stated examples are identified and displayed in different school settings.
4. Establish procedures for teaching and practising expected behaviours: At Officer Secondary College, every week begins with Learning-to-Learn, 25 minutes dedicated to ensuring behavioural expectations are taught to all students by all staff.
5. Implement a continuum of procedures to encourage expected behaviours: Officer Secondary College uses the 5Bs to acknowledge expected behaviour and promote commitment from all members of the college community.
6. Develop a continuum of procedures to discourage inappropriate behaviour: Officer Secondary College has clearly defined problem behaviours and identify specific strategies and responses to minor and major behavioural infractions.
7. Use procedures for record-keeping, decision making and ongoing monitoring: Officer Secondary College reviews data on repeated behaviour issues, the settings in which they occur, and the consequences most likely to be applied for inappropriate behaviours. We correlate these with other sources of data such as academic progress, and analyse this data to make necessary adjustments to school operations in an effort to reduce inappropriate behaviour.
8. Support staff to use effective classroom practices: Officer Secondary College has established systems to support staff to adopt evidence-based instructional practices associated with reductions in inappropriate behaviour.

PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION