Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling 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

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. 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.

SC4 Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

The Learning Specialist ¿ VCE Vocational Major Instructional Leader leads curriculum quality, instructional practice and teacher capability across the VCE Vocational Major.

The role is responsible for strengthening the academic rigour, applied learning practice, curriculum coherence and student outcomes of the VCE VM program.

The VCE VM Instructional Leader is expected to be an exemplary practitioner in applied learning who works alongside teachers through modelling, coaching, observation, feedback and collaborative planning.

The role works closely with the Careers and Pathways Leader but has formal responsibility for curriculum, assessment and teaching quality.

Responsibilities

VCE VM curriculum leadership

- Lead the development, documentation, implementation and review of the VCE VM curriculum.
- Ensure VCE VM programs comply with VCAA curriculum and assessment requirements.
- Maintain a guaranteed and viable curriculum across VCE VM Literacy, Numeracy, Personal Development Skills and Work Related Skills.
- Ensure curriculum planning identifies the key knowledge, skills, learning outcomes and assessment evidence required in each study.
- Ensure students¿ applied learning experiences are purposeful, rigorous and connected to identified curriculum outcomes.
- Lead the development of integrated, project-based learning where appropriate.

Instructional leadership

- Model exemplary VCE VM and applied learning practice through demonstration lessons and shared planning.
- Coach VCE VM teachers to strengthen teaching and learning strategies that support VTLM 2.0.
- Conduct classroom observations and provide evidence-based feedback.
- Develop teacher understanding of high-quality applied learning and how to distinguish it from activity completion.
- Strengthen teacher capability to assess and document student learning against VCE VM outcomes.
- Lead professional learning specific to VCE VM curriculum, assessment and applied pedagogy.
- Support induction and mentoring of staff who are new to VCE VM.

Collaborative planning, assessment and moderation

- Lead regular VCE VM collaborative planning and professional learning meetings.
- Establish clear expectations for planning, assessment design and documentation.
- Ensure assessment is valid, rigorous, accessible and aligned with VCAA requirements.
- Develop systems for tracking student achievement against learning outcomes.
- Monitor the quality and consistency of feedback provided to VCE VM students.
- Coordinate planning for interdisciplinary projects and applied learning experiences.

Student achievement, engagement and completion

- Monitor individual and cohort progress towards successful VCE VM completion.
- Analyse achievement, attendance, engagement, task-completion and subject completion data.
- Identify students at risk of non-completion and coordinate appropriate interventions with teachers, Year Level Team Leaders, Careers and Pathways and wellbeing staff.
- Monitor outcomes for priority cohorts and ensure appropriate instructional and pathway supports are in place.
- Report regularly to the Principal Class Team and leadership team on curriculum implementation, student progress and program impact.




- Support student voice in the design and evaluation of applied learning experiences.

Applied learning and pathway partnerships

- In conjunction with the Assistant Principal, liaise with key leadership staff to align VCE VM curriculum with career education, VET, structured workplace learning, work experience and school-based apprenticeships.
- Ensure workplace and community-based experiences are connected to explicit curriculum outcomes
- Work with community, training and employer partners to develop authentic applied learning opportunities.
- Support communication with students and families about VCE VM curriculum expectations, assessment and completion requirements.

Team and operational leadership

- Lead the VCE VM teaching team and establish clear expectations for curriculum implementation, professional collaboration and accountability.
- Coordinate appropriate curriculum-related administrative processes for VCE VM.
- Contribute to workforce planning, teacher allocation and skilled learning recommendations.
- Coordinate VCE VM curriculum resources and manage the allocated budget.

Whole-school contribution

- Work collaboratively with the whole-school Learning Specialist and other instructional leaders.
- Work with the Student Inclusion Leader to strengthen reasonable adjustments and inclusive practice.
- Work with Year 11and 12 Team Leaders to address attendance, engagement and behavioural barriers affecting VCE VM students.
- Participate in whole of college policy development and decision-making through membership of the leadership team.
- Maintain current knowledge of Child Protected Standards and all relevant child safety obligations.
- Work to achieve the goals, targets and Key Improvement Strategies of the PCSSC School Strategic Plan and associated Annual Implementation Plans.
- Undertake other duties and responsibilities as determined by the 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 protected, 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 *******@education.vic.gov.au

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

Applications must include:

- A cover sheet providing contact information including home address, email and phone number
- A CV with a summary of experience and qualifications
- Address all the Key Selection Criteria questions
- The names, email addresses and contact details for three referees

Also ensure that your name is included in the header of all documents (cover letter, CV and key selection criteria responses) and that your personal profile information on School Jobs Vic is up to date

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.

Location Profile

At Point Cook Senior Secondary College, our vision is that students are supported at their point of need to achieve academic and social success. At our core we value respect, effort and responsibility and prioritise the intersection of wellbeing, learning and engagement. These values guide our actions and decisions, ensuring that every student feels supported and inspired to succeed.

With a student body of over 750 learners, we pride ourselves on being a close-knit educational community, fostering meaningful connections and providing personalized support to each student. Our school structure comprises three year levels: Year 10, Year 11, and Year 12, where students are encouraged to explore their passions, develop critical thinking skills, and prepare for their future endeavours through an individualized pathway planning process.

Our dedicated team comprises 60 teaching staff and 34 education support staff who are committed to providing high-quality education and support services to our students. Together, they create a dynamic learning environment that encourages innovation, collaboration, and excellence.

Point Cook Senior Secondary College is situated in the vibrant suburb of Point Cook, nestled in Melbourne's west. Our geographic location offers students access to a diverse range of learning opportunities, including proximity to various industries, cultural institutions, and recreational facilities.

Point Cook is renowned for its multicultural community, enriching our school environment with a tapestry of languages, traditions, and perspectives. We celebrate this diversity, fostering a welcoming and inclusive atmosphere where every student feels valued and respected.

Our community reflects a spectrum of socioeconomic backgrounds, presenting both challenges and opportunities for our students. Through targeted support programs and partnerships with local organizations, we strive to address inequities and provide equal opportunities for all students to thrive.

📌 Learning Specialist: VCE Vocational Major Instructional Leader (Melbourne)
🏢 Government schools
📍 Melbourne