Role
Ensure that for Literacy, and in collaboration with other Literacy Coaches
General
1. Develop a Learning Area Key Improvement Strategy for improving student learning outcomes within Literacy that contains goals, actions, evidence, targets and how its progress will be monitored
2. Ensure new teachers to the school, first year teachers and visiting student teachers are thoroughly acquainted with all aspects of teaching in the Learning Area
3. Work within a Neighbourhood to build literacy pedagogy capability
4. Classrooms are monitored for literacy anchor charts and corridors for literacy supports to raise the profile of literacy in the College
Curriculum
5. In collaboration with the AP2 Curriculum and Pedagogy and other Literacy Coaches, support the development and implementation of the GSSC 5-year 7-12 Literacy Improvement Strategy across the College and within a Neighbourhood
6. The 7-12 Literacy curriculum is fully documented and uploaded to the College computer network
7. Assist staff in developing classroom profiles and differentiating the literacy curriculum
8. Ensure the curriculum is relevant, challenging and reflects the College and DET priorities
9. There is regular evaluation of units, with particular emphasis on the implementation and monitoring/review of the Victorian Curriculum
10. Within the Domains for which you are the nominated key literacy contact, ensure that: Unit outlines and resources contain the elements of the 5-year literacy plan these Domains are supported to implement the 5-year literacy plan curriculum planning is supported to ensure consistency in the curriculum being taught assessment and reporting of literacy aligns with college policy
Assessment and Reporting
11. Ensure that within the Neighbourhood for which you are the nominated Literacy Coach, teachers maintain up to date and comprehensive records of student literacy progress
12. Coordinate the annual literacy testing assessment schedule. Ensure all English staff are proficient in the use of all relevant assessments
13. Oversee the moderation of specific Literacy CATS in Years 7 to 9 within a Neighbourhood and compare outcomes across the College
Pedagogy
14. Ensure the College Instructional Model is implemented by all teachers
15. Conduct learning walks weekly and report findings at Neighbourhood leadership meetings
16. Ensure teachers within the Learning Area are continuously improving classroom practices, evaluating impact, and providing differentiated support for all students
17. Identify poor classroom practice by staff and support those staff to improve
Professional learning & meetings
18. Attend weekly Coaches’ meetings, led by the AP2 Curriculum & Pedagogy
19. Attend Neighbourhood Leadership meetings
20. Attend every second Domain meeting for which you are the literacy contact
21. In collaboration with other Coaches, facilitate College, Domain and Neighbourhood staff development on Literacy
Responsibilities
22. Work with the Principal team to provide leadership and modelling of college values across the College
23. Attend and actively contribute to Leadership and all other relevant college meetings and events
24. Adopt college teaching and learning practices in your own classroom and model these to other teachers
25. Actively participate in the implementation of the whole college curriculum plan
26. Assume a major teaching role in the Neighbourhood to which they are allocated
27. Ensure a quality curriculum through the review of courses including content, methodology, assessment, etc.
28. Support and encourage Learning Area staff to share ideas, teaching strategies and resources and to develop appropriate programs for their classrooms
29. Contribute to professional learning at the College
30. Conduct performance reviews of a number of staff
31. Manage the allocated budget
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 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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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 DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
Please note that this is a 3 year tenured position, starting on th 1st January 2024 and ending on the 31st December 2026
Leading Teachers hold senior positions within the College and are members of the broader College Leadership Team. Together with the Principal Class Leading Teachers share responsibility for whole school improvement and effectiveness and for implementation of the school’s Vision, Values and Mission.
They will take a pro-active role alongside the Principal Team to ensure the implementation of the School Strategic Plan and Annual Implementation Plan. Learning Specialists will be involved in the development, implementation and review of policies, programs and processes to improve student outcomes for all students.
Leading Teachers take responsibility for improving the skill, knowledge and performance of the teaching workforce and manage a significant area or function within the College.
Conditions of Employment
32. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
33. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
34. A probationary period may apply during the first year of employment and induction and support programs provided.
35. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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.
Location Profile
Our way of doing things at GSSC
The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together ! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.
Although we are a big school able to cater for more than 2,200 students, we have been able to retain a ‘small school’ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.
Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.
Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.
In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.
This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.
Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.
36. Find out more about GSSC:
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Our facilities
Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.
A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC’s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.
Our people
They say it takes a village to raise a child and the same goes for our school community – we simply could not do it without our talented, diverse and passionate teaching and education support staff.
Whether it’s in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.
Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.
Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.
The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.
38. Find out more about the Academy here:
39. Here from our talented teaching staff about why they love teaching in our community:
Our community
GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.
GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.
Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.
The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.
40. More about our First Nations history and diversity here:
41. More about the Greater Shepparton community here:
Our history
GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton’s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.
GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.
Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2022 bringing students from all four campuses onto the one site.
42. More on Education Plans Victoria here: