Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Learning Specialist - Range 3
Occupation: Learning specialist
Location: Hume - Greater Shepparton
Reference: 1536372
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.
- Find out more about GSSC: https://www.gssc.vic.edu.au/
- Follow us on Facebook: https://www.facebook.com/GreaterSheppartonSC
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.
- Find out more about the Academy here: https://www.academy.vic.gov.au/
- Here from our talented teaching staff about why they love teaching in our community:
- https://www.youtube.com/watch?v=MvLX0wXi7LA
- https://www.youtube.com/watch?v=IDBLqF3dyWs
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.
- More about our First Nations history and diversity here: Shepparton and Goulburn Valley Destination Rebrand Hero Video - YouTube
- More about the Greater Shepparton community here: https://greatershepparton.com.au/region/moving-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.
- More on Education Plans Victoria here: https://www.vic.gov.au/education-plans
Selection Criteria
SC1 Demonstrated experience working effectively with young people in both classroom and non-classroom settings, supporting student engagement, wellbeing, career development, and pathway planning.
SC2 Demonstrated current knowledge of career education, vocational and post-school pathways, and current Department of Education initiatives and priorities relevant to Careers, Pathways, VET, SBATs, SWL and transition planning.
SC3 Proven ability to provide leadership and direction to a team, including the capacity to develop a shared vision, build staff capability, and drive continuous improvement.
SC4 Highly developed interpersonal and communication skills, with a demonstrated ability to work collaboratively within multidisciplinary teams and establish effective partnerships with staff, students, families, employers, training organisations and community agencies.
SC5 Demonstrated commitment to and experience in implementing School-Wide Positive Behaviour Supports (SWPBS) and Restorative Practices, fostering inclusive, respectful, and supportive learning environments.
Role
Leading Teachers hold senior positions within the College and are members of the broader College¿s 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. Leading Teachers 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.
Responsibilities
GENERAL RESPONSIBILITIES
- The Careers Leader role will in addition fill the role of a Neighbourhood Careers Practitioner
- Create a positive culture of belonging, care, high expectations and learning within the College through Houses and Sub-Schools
- Work with the Principal team to provide leadership and modelling of college values across the College
- Attend and actively contribute to Leadership and all other relevant college meetings and events
- Adopt college teaching and learning practices in the classroom and model these to other teachers
- Provide overall leadership and coordination for the development, implementation, and evaluation of Careers and Pathways activities and a culture of college identity
- Contribute to professional learning at the College
- Conduct performance reviews of a number of staff
- Provide a schedule of events to the Executive Team for approval of time in lieu
SPECIFIC POSITION ACCOUNTABILITES
General:
- Inform Neighbourhood Principals, Sub-School Principals 7-12, House Leaders 7-12, MLOs, KEs and Education Support into all aspects of the College¿s Careers and Pathways programs
- Support the Careers Practitioners within Neighbourhoods
- Oversee the execution of the Neighbourhood Careers Practitioners¿ whole college role eg. Portfolios items
- Liaise with the Sub-School Principals and House Leaders to ensure they can access required supports
- Analyse data sets provided to college SITs relating to student progress and pathways including attendance data
- Analyse VTAC destination data and work with Sub-School Principals to determine how to identify students that may have benefited from Careers support earlier in their schooling
- Oversee Careers Practitioners providing support to Wellbeing staff and House Leaders accessing tools such as the `Staying in Education Tool¿ to identify students requiring pathway support
- Work in-conjunction with Curriculum & Pedagogy/Learning Growth & Excellence AP, Senior Secondary Careers and Pathways AP4 and other relevant stakeholders to coordinate the College¿s subject selection process Years 7-12
- Work with Domain leaders to build Careers into the relevant curriculum
- Oversee post-school Pathways counselling, especially for VTAC applications
- Develop a Careers and Pathways events calendar for the year
- Monitor to ensure that student careers portfolios are kept up to date via Career Tools Portal
- Liaise with external organisations so that opportunities for students in Careers and Pathways are maximised
- Oversee Work Placement processes and obligations
- Work with Partnerships Leader, Senior Sub School AP2 & VCE Leaders to develop, coordinate and deliver the weekly Pathways Mentor Program to students in Year 10 - 12
- Regularly attend relevant Careers focussed PD and excursions to ensure knowledge is current and best practice continues to be delivered
- Mentor new career practitioner
- Work closely with external providers to coordinate programs such as Headstart & Geard4Careers
- Plan and coordinate the subject selection process for each year level
- Collaborate with the Senior Secondary, Careers & Pathways AP4 and the Senior Sub School Leaders to implement the Senior Subject Selection Process
Attendance:
- Provide advice and guidance on support(s)
available to identified students or cohorts of students including students participating in alternative programs such as Nurtja & High Abilities Programs
Professional Learning & Meetings:
- Attend Senior Secondary/Careers and Pathways Meetings
- Contribute to Senior Secondary SIT meetings to have careers representation
- Support relevant Neighbourhood meetings when invited
- Lead Careers Meetings
- Provide professional learning to staff on aspects of the Careers and Pathways program
- Develop a skilled learning plan to build staff capability in Careers and Pathways
Neighbourhood Role:
- Work as a member of the designated Neighbourhood team
- Attend Neighbourhood and Sub-School meetings
- Participate in SSG¿s as required by the Neighbourhood Principal, Sub-School Principal or House Leader
- Work with House Leaders to use agreed tools, data, referrals processes to identify students at risk and, in collaboration with the Neighbourhood leadership team, develop a case management response
- Work with the Senior Secondary, Careers & Pathways AP4 and the Senior Sub-School Leaders who use the Staying in Education tool to identify students at risk, collaborate to monitor and support the student to reengagement or suitable
- Contribute to maintaining accurate Destination data by following college processes and procedures
This Leading Teacher Position has a teaching load that will be determined by the Executive Principal.
Other duties as required by the Executive Principal.
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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
Please note that this is a 2 year tenure position starting on the 1st January 2027 and ending on the 31st December 2028.
Leading Teachers hold senior positions within the College and are members of the broader College¿s 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. Leading Teachers 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
- 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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Friday 14 August 2026 at 11.59pm
Posted
30 July 2026
📌 Learning Specialist Range 3 - Careers Leader (Shepparton)
🏢 Government schools
📍 Shepparton