Hampton Park Secondary College is a large multi-cultural learning community situated in southeast Metropolitan Melbourne. We currently have over 1200 students, from over 60 cultural backgrounds. We have approximately 190 staff, comprising of Teaching and Educational Support staff. At Hampton Park Secondary College, we are rich in diversity and, by empowering and engaging students, wholehearted in our pursuit of excellence. Our vision of learning is underpinned by our values of Respect, Learning and Working Together. Through our values, we hope that our students manifest the qualities of understanding the world with a global view, engaging in life-long learning, and always being critical and creative problem solvers. Hampton Park Secondary College is committed to providing education that is both student-centred and focused upon personalised learning experiences. Several years ago, we re-designed our learning programme to enable students to excel through a researched based, future focused model of student empowerment.
Learning at Hampton Park Secondary College is categorised into three stages or programmes: Explore (Year 7), Enhance (Year 8 and 9), and Excel (Year 10, 11 and 12). These programmes recognise the unique needs of each student and allow students to `move through¿ their secondary schooling experience in a way that better reflects their passions and abilities rather than their normal `year level.¿ In 2022, we made structural changes to our Sub Schools. Following extensive collaboration and consultation with students and staff, our new House System was launched.
Students and staff are now aligned with one of our four Houses: Hollows, Freeman, Mabo, and Walton. Each House comprises of students from Years 7-12 and includes staff from a range of positions and teaching areas. Our new House System has already created a stronger sense of connection amongst both staff and students, and we see `Houses¿ as being a powerful way to enhance student engagement and sense of belonging.
At Hampton Park Secondary College, we are deeply committed to improving student learning outcomes and supporting the wellbeing of our students. Building upon our already extensive and intensive interventions that sit within our RTI Framework, we have bolstered and extended these supports through refining our MYLNS programme, and our Tutor Learning Initiative. As always, the programmes for our at-risk students are mirrored by the opportunities offered to our High Ability students, including Extension Maths through TLI and an Extension and Enrichment Writing Programme.
In 2023, we achieved the best senior school results the college has seen since its establishment over 40 years ago. We achieved a median Study score of 29, up from 27 from the year before. 97 % of our graduating cohort achieved success. 32% of our cohort achieved an ATAR of above 80. Our average ATAR was 68.
To support improved outcomes, in 2024, we continue to develop curriculum but shift our focus to enhancing pedagogy via, enabling learning walks, peer observation and /or engaging in coaching. We will continue to engage in PLT¿s to collaborate and analyse data. We will continue to embed the use of Maestro, a data platform to better understand the learning needs of students so that we may differentiate learning tasks to meet students point of need.
Selection Criteria
SC1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2Demonstrated ability to lead the planning and implementation 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.
SC3Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. 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.
SC4Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
Role
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.
Responsibilities
Please note that this position will have a time allowance of 10 periods across a fortnightly timetable
General Responsibilities:
* All work aligns with achieving set targets of AIP / SIP
* Modelling practice which includes learning walks, high visibility, high expectations of learning and behaviour
* Engage in coaching with Tim Harper (Coach / Consultant)
* Conduct regular coaching and reflective practice conversations with assigned leadership members
* Performance and development of relevant staff
* Lead and support teachers to embed Berry Street Practices into their Teaching and Learning program
* Other duties as directed by the Principal or their nominee
* Participate in frequent DIP Team meetings and provide expert advice on learning and inclusive adjustments within the classroom
* Oversees learning and teaching adjustments for students identified as Out of Home Care, Koori, Youth Justice and Refugee Minors
* Lead the development of a Student Excellence Program comprising of High Ability and gifted and talented students. This would encompass the Department¿s Victorian High Abilities Program, where deemed appropriate for students
* Partner with the Leading Teacher- Inclusive Education to identify and gather information for students who are proceeding through the DIP application process
* Work alongside the Leading Teacher- Inclusive Education with the following:
o DIP application documentation creation and monitoring
o Gathering evidence to support DIP applications
o Complete classroom observations as required to support DIP applications
* Support classroom teachers to:
o Document and monitor NCCD Chronicles
o Document and monitor UBD adjustments
o Implement adjustments within the classroom
* Work with the College¿s Learning Specialist and pedagogy team to support staff to implement IEP goals and adjustments within the classroom
* Work with the Leading Teacher for Inclusive Education to support DIP application processes
* Monitor the academic progress of students with high abilities
* Promote the implementation of all elements of Disability Inclusion at the school
* Lead data analysis to support course counselling and any other appropriate times in the year during the acceleration process
* Identifying and interviewing high ability students using appropriate testing that supports the success of student pathways
* Oversee programs that support extension and enrichment of high ability students
Leading Staff:
* Support and monitor teachers to record adjustments on Compass
* Supporting all staff to adopt inclusive education Practice and Pedagogy, in line with the HPSC pedagogical model, the principles of School Wide Positive Behaviour Supports, Priority Practice Cycles and Berry Street Education Model
* Support and monitor teachers to record adjustments on Compass
* Professional Development to build the capacity of staff to adopt inclusive education practices in Tier 1 Universal Instruction. This includes differentiation within their classroom in collaboration with other members of the Teaching and Learning Team and Leading Teacher ¿ Inclusive Education
* Act as a source of advice for staff about enacting adjustments, most specifically, differentiated teaching strategies and supplementary adjustments appropriate for individual students with additional needs and high ability students
Leading Students:
* Play a key role in supporting students with additional needs and high abilities to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
* Ensure the student has a voice in setting learning targets during the IEP process
* Be the learning mentor for students who are; Koorie, Out of Home Care and have Youth Justice involvement or are refugee minors
* Ensure high ability students are mentored
Leading Community:
* Collaborate with services working in the school to deliver adjustments to students, including allied health professionals and wellbeing and careers teams
* Collaborate and engage with local networks to deliver a quality high ability program
Managerial Responsibilities:
* Attend promptly to student and/or parent issues as they arise
* Liaise with the broader community and external agencies, as required
* Lead a group of allocated staff through the annual Performance and Development Process
* Demonstrating high-level expertise in teaching and learning practice
* Modelling exemplary classroom practice including through teaching how to enact pedagogical techniques that are adjustments for students in the classroom
* Providing evidence-based feedback to teaching staff to inform their effectiveness in supporting students with disabilities and difficulties access the learning
* Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
* Modelling exemplary use of student data to inform teaching approaches
* Actively promoting school-wide professional learning structures, processes, and protocols through Professional Learning Communities
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
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 (seeWorkplace 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
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:
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:
* 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
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.
Applications close Thursday 7 August 2025 at 11.59pm
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