Hallam Senior Secondry College - Hallam, VIC
Hallam Senior College – Linking Learning and Life
Hallam Senior College (Years 10-12) services a diverse residential district within the rapidly expanding South Eastern Growth Corridor. The College draws students from varied social, economic and cultural backgrounds and recognises and values the diversity of its community.
The College values relationships built on respect and responsibility where the relationships between people, learning and the environment frame our actions.
The College is committed to providing an excellent education for all students in a secure, supportive and educationally challenging environment. It provides comprehensive programs at Years 10-12 through a broad range of VELs/AUS VELs, VCE subjects, VET certificates and VCAL programs all leading to further education, employment and training.
At Hallam Senior College we believe that all students can learn, achieve, succeed and excel. Our aim is to prepare young people to confidently and successfully embrace the challenges of life.
In 2017 there are approximately 840 students coming from 70 different schools to enrol; with a significant number of other students who travel to the school for a subject. The school is an RTO and offers a significant VET program alongside more than 40 VCE subjects and all levels of VCAL. Hallam Senior College is a diverse and inclusive environment where all students and their selected pathways are respected and valued.
Our students are at the centre of our thinking, planning and actions. We aim to ensure that we provide positive learning experiences for every student in a young adult environment. The relationships we forge with students and their families are critical elements of a student’s success at this important stage of their learning. We provide additional services by way of pathways planning advice, student support services and careers advice.
Our Staff are highly valued and ensure quality of delivery across all subjects and certificates. They are passionate about their subjects and certificate areas and work hard to ensure that they assist students to achieve their best.
Unique features of the school include
Grouping students in Sub Schools that link subjects and programs of their areas of interest for pastoral care and administrative purposes.
The Eumemmerring Alliance, a partnership with Gleneagles SC and Fountain Gate SC, enabling students to travel between our schools to access a subject.
Relationships with Doveton College and Timbarra P-9 for the successful transition from schools that complete at year 9.
A significant VET in Schools program where students from a large number of schools from the SELLEN cluster access certificates.
Sports Academy, a select program, enabling students who are passionate about their sport to have opportunities to participate in a high quality program alongside their senior studies.
VCAL programs that offer some specialisms alongside the general program where students are at school for five days.
Hallam Senior College is also the lead school in a number of significant programs including
A Trade Training Centre, where the facilities enable exceptional training in traditional trades.
Teaching Academy for Professional Practice, a partnership with local schools and Deakin University.
Linking Learning and administration - Subjects are grouped into programs. Programs are grouped into Sub Schools. The Sub Schools are the cornerstone of communication and administration for students and their families. Attendance and pastoral care are administered this way ensuring that students in each sub school have a group of adults who know them well and monitor their progress.The Sub Schools are:
- Traditional Trades and Technologies
- Arts and Humanities
- Sport and Health Sciences
- Science, IT and Commerce
VET TEACHER/TRAINER SELECTION CRITERIA
Demonstrated understanding of applied learning and assessment principles, particularly in relation to the delivery and assessment of VET programs.
Demonstrated ability to work productively with colleagues and the broader community to continually improve teaching and learning in relevant programs.
Demonstrated ability to gather and use relevant student learning and engagement data to inform teaching and planning of curriculum for improved student learning.
Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff.
Demonstrated commitment and capacity to participate in the broader life of the school and a commitment to ongoing professional learning to enable further development of training and assessment skills, vocational competencies and industry currency.
Demonstrated passion and enthusiasm for teaching young people and an ability to inspire students in relevant VET programs.
Qualifications in the relevant vocational competencies at least to the level being delivered and assessed.
TAE and VIT/Permission to Teach currency.
The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of classroom teachers is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom Teacher Range 2
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
Classroom Teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teachers is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial years receive structured support, mentoring and guidance from teachers at higher levels. Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
At Hallam Senior College VET trainers may be either fully qualified teachers or employed as paraprofessionals. Both teachers and paraprofessional VET trainers are required to be registered as a teacher or hold a Permission to Teach registration issued by the Victorian Institute of Teaching.
The classroom teacher classification comprises three salary ranges - graduate, accomplished and expert. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection in order to improve knowledge and skills to better engage students and improve their learning. As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases.
All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
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 (VET Trainers are required to provide or arrange supervision of students if they are given a break during extended VET blocked classes).
VET Trainers are required to participate in a continuous improvement model keeping their training and assessment plans aligned with current industry practices. The principles of adult learning apply and include:
Stress free, relaxed, fun
Practice and reinforcement
Feedback and rewards
Trainers are required to include the EMPLOYABILITY SKILLS which are:
Communication that contributes to productive and harmonious relations
Teamwork that contributes to productive working relationships and outcomes
Problem solving that contributes to productive outcomes
Initiative and enterprise that contribute to innovative outcomes
Planning and organising that contribute to long- and short-term strategic planning
Self-management that contributes to employee satisfaction and growth
Learning that contributes to ongoing improvement and expansion in employee and company operations and outcomes
Technology that contributes to the effective carrying out of tasksASSESSMENT must be:
And ensure that evidence is sufficient, authentic and demonstrates current competency.Trainers are required to demonstrate the following:
Training and assessment competencies as determined by the National Quality Council or successors
Relevant vocational competencies at least to the level being delivered or assessed
Industry skills directly relevant to the training/assessment being undertaken
Continue to develop their Vocational Education and Training knowledge and skills as well as their industry currency and trainer/assessor competence.VET Trainers are required to annually submit:
A current CV
Skills/qualifications mapping to each UOC delivered or assessed
Industry currency activity records
Evidence of participation in assessment moderation and validation
Evidence of updated training and assessment plans
Evidence of participation in VET related professional development
Records and samples of student assessments
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
Other InformationApplicants please note :
Applicants should provide contact details for at least 3 referees including fax number or email address together with a mobile phone number
Referees other than those nominated may be contacted
VIT currency is mandatory
David Caughey (Acting Principal)
(03) 9703 1266
Conditions of Employment
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 -