Role
LEADERSHIP TEAM
POSITION DESCRIPTION
The following principles provide the basis for working productively at Cheltenham Secondary College. The principles apply to all staff and in everything that we do to support each other, students, parents and our community .
We strive to always:
1. Deliver quality results: Continuously improving and innovating to deliver the best outcomes.
2. Work collaboratively: Co-operating and sharing expertise, and actively nurturing positive working relationships.
3. Behave ethically: Acting in line with the principles, values and standards of DET.
4. Respect and value others: Interacting in a sensitive way,considering others’ diverse backgrounds and experiences and valuing their contributions. Act with kindness.
5. Develop self and others: Learning, and enabling others to learn, grow and lead.
EDUCATIONAL LEADERSHIP
Leading Teachers at Cheltenham Secondary College are members of the Leadership Team, working with the Principal Class team in a specific role to ensure policies and programs are implemented by all staff to maximise student learning. They must have the capacity to work co-operatively in a complex, busy, high performance environment and be able to bring a whole school perspective to their work. They are ethical leaders who are able to engage with all community members exhibiting kindness, care and empathy.
Leading teachers are expected to demonstrate exemplary values and attitudes appropriate to responsible professional practice as highlighted in the professional standards for Leading Teachers and a demonstrated commitment to the college Strategic Plan.
Responsibilities
The Director of Junior School is responsible for implementing and managing The Victorian Curriculum and takes responsibility for ensuring appropriate pedagogy and assessment procedures are embedded into the professional practices of all teachers teaching in Junior School. They will work with the Director of Curriculum to ensure accountability of course delivery and mandated assessment procedures. They will play a major role in identifying appropriate professional learning needs of teachers which will assist them in delivering curriculum which take account of current educational needs of our students. They will have proven expertise as a leader in pedagogy which embraces the Principles of Learning and Teaching, have high-level knowledge of ICT and the ways it can be used to enhance curriculum delivery, and be able to lead and implement programs which focus on personalised learning.
They will be responsible for providing an umbrella structure to support the Wellbeing needs of students that is delivered by the Year Level Co-ordinators, and Director of Wellbeing. They will provide educational leadership in the development, co-ordination and implementation of the Junior School curriculum and student management practices that embrace policy set by the DET and School Council. They will be expected to be fully informed about current trends and developments in education and student management issues, and to make a significant contribution to policy development and implementation relating to teaching and learning and student issues in the Junior School. They should have proven ability to lead others to make recommendations regarding changes to organisational practices.
The Director of Junior School should have the ability to build and maintain effective teams and develop co-operative working relationships which promote excellence in teaching and learning. They should have a commitment and capacity to contribute actively to a broad range of school activities as a member of the school team. It is expected that They can articulate educational issues and perspectives in communication with colleagues and others and is able to gain strong community support and lead staff in achieving school goals. They must show strong commitment to ongoing personal professional growth.
The Director of Junior School will be responsible for the effective leadership and management of the Junior School and undertake other negotiated responsibilities as part of the college’s leadership team, including membership of the Leadership Team, the Curriculum Committee and other committees as required.
The Director of Junior School will provide dynamic leadership to students and staff. They will take a leading role to ensure the curriculum reflects the standards & priorities as set out by the Victorian Curriculum F – 10, in teaching practice and in the assessment processes across the Junior School. The Director of Junior School will take a leading role in the development and implementation of school strategic goals and priorities with the Year 7 and 8 Co-ordinators. They will develop a strong sense of group identity among students in Years 7 and 8 and ensure that their achievements, individual and group, are acknowledged and celebrated.
Staff Leadership
6. Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, collegial interaction and critical reflection on practice, feedback and data
7. Liaise with the Directors of Curriculum and the Assistant Principals
8. Oversee the work of the Year 7 and Year 8 Co-ordinators to ensure effective management of the Junior School program.
9. Convene meetings of the Junior School team on a regular basis.
10. Conduct regular meetings of the teachers at each Year Level.
11. Take an active role in school improvement through participation in the Leadership Team, the Curriculum Committee and the Student Coordinators Team meetings.
12. Liaise with the Director of Senior School and the Director of Junior School to ensure consistent approaches and the smooth transition of students between the sub-schools.
13. Lead teachers of the Junior School to ensure that classroom management strategies and teaching practice achieve outstanding learning outcomes and build robust self-esteem among students
Curriculum Leadership
14. Model excellence in all teaching and learning related matters, such as the adherence to the requirements of The Victorian Curriculum into classroom, course planning and assessment practices, POLT, P & D culture and personalised learning.
15. As a key member of the Curriculum Committee work to identify curriculum development needs, pedagogical issues and assessment strategies pertinent to the needs of students, with particular reference to the needs of Junior school students.
16. Provide leadership in the development of strategies to raise awareness of the special needs of Junior School students in areas such as enrichment, enhancement and transition.
17. Work with the Director of Curriculum & Domain Leaders to ensure that consistency across classes is achieved in curriculum delivery through moderation and appropriate assessment procedures.
18. Ensure the timely preparation of subject selection handbooks for students and staff.
19. Contribute to information sessions for parents and students.
20. Liaise with the Careers & Pathways coordinator, the Director of Junior School & Senior School and Year Level Coordinators and other Directors (LTs) in the organisation of information programs for students and parents, appropriate course counselling and orientation program.
21. Actively participate in course counselling with Year 7 & 8 regarding the transitioning into Middle School.
Student Management
22. Liaise with the Assistant Principal (Wellbeing) and the Student Wellbeing Coordinator to support Year Level Coordinators in managing student behaviour and Wellbeing and identify areas of professional learning that will assist the Junior School team in effectively managing relationships with students and their parents.
23. Oversee the implementation and review of school-based policy for matters such as student support, transition, student health and Wellbeing, reporting and assessment across the Junior School.
24. Oversee regular meetings of students at each level to develop a strong sense of group identity and to address relevant issues.
25. Ensure the provision of appropriate integration support.
26. Work with the Assistant Principal (Curriculum), Timetabler, to resolve subject choice and course selection issues.
Resource Management
27. Oversee the preparation and management of a program budget which ensures appropriate resources are available to support the Junior School program.
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
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.
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
DE Values
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
Location Profile
Cheltenham Secondary College is well reflected in the statement: "Tradition and excellence in a caring, disciplined environment."
Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 coeducational college of approximately 900 students. The College motto is 'Health and Learning'. The College is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens to their community, Australia and the World. We provide balanced and relevant education in an encouraging and nurturing way.
VALUES AND ENVIRONMENT
The College’s values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do from personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together), experiential learning and eLearning.
How do we define or display these values?
28. Development of personal excellence and willingness to participate is encouraged and acknowledged.
29. By maintaining traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure.
30. As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.
31. By fostering a sense of pride in self and a willingness to excel, which in turn encourages team spirit.
LOCATION AND ZONE
The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by public transport, including bus services and the Cheltenham, Southland and Moorabbin railway stations.
Many enrolments are from outside the College's designated zone. During the last few years, student enrolments have stabilised at around 900. Enrolments also include a cohort of overseas fee-paying students, thus adding further to the multicultural nature of the College. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation Index is reducing slightly.
STAFF
Cheltenham Secondary College has a dedicated staff who are committed to the best outcomes for students, who support the ethos of the College and are approachable and receptive. There is low turnover of staff.
CURRICULUM PATHWAYS
Students are grouped horizontally in year levels and managed in three sub-schools: Junior (years 7 and 8), Middle (years 9 and 10) and Senior (years 11 and 12) Schools. The College also runs VCE VM program. The Year 12 pass rate is very high and the vast majority of students go on to tertiary study.
The College provides a common and comprehensive program of cross and cocurricular activities to all students across all year levels. Each sub-school is led by a Director and four Coordinators.
As students move through the school, the opportunities available to sub-school curriculums are:
Middle School
Years 9 and 10:
32. Students are provided with the common core curriculum, but are also able to choose elective subjects in their chosen areas, leading to their final choices of a Senior School program that provides them with academic, vocational and traineeship post-secondary needs.
Year 10:
33. Students undertake work placement.
34. Some students take up apprenticeships, traineeships or transfer to a senior campus college after year 10.
35. Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
Senior School
Year 11:
36. Year 11 students undertake work placement.
Years 11 and 12:
37. Students have the option to continue their academic pathway through the VCE and VCE VM programs.
38. Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
39. A significant number of students study a Language other than English (LOTE) outside normal school hours with external providers.
Additional Student Opportunities
40. An extensive cocurricular activities program exists which allows students to develop their talents outside of the classroom.
41. The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council, Form Captains and an invaluable peer support program.
42. The Avenues, a sister school interstate exchange program which expands the opportunities for students and focuses on competitive and cooperative programs in sport, culture and the arts.
Cheltenham Secondary College Community
43. Parents and Friends: The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees and the Parents and Friends Association.
44. Local Council, Sporting Groups and other key broader community groups: City of Kingston, Kingston and Districts Netball Association, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.
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.
Selection Criteria
45. 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.
46. 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.
47. 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.
48. 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, skills and expertise derived from ongoing professional development and learning.