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 workplace 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.

Selection Criteria

SC1 Demonstrated 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.

SC2 Demonstrated 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.

SC3 Demonstrated 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.

SC4 Demonstrated 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.

SC5 Demonstrated 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

There are 3 positions available: Year 10, Year 11 and Year 12

The Year Level Team Leader leads the academic progress, attendance, engagement, wellbeing and behaviour support processes for a designated year level.

The role leads a team of Advisory teachers and ensures they have the knowledge, resources and support required to provide a consistent student experience. Year Level Team Leaders work closely with instructional leaders when concerns relate to classroom engagement, curriculum access, achievement or task completion.

Responsibilities

Student engagement, wellbeing and behaviour

- Lead programs and processes that enhance the safety, wellbeing, engagement and achievement of students at the designated year level.





- Lead implementation of the college¿s agreed approaches to positive behaviour and student support.

- Build staff capability to respond consistently to student wellbeing, engagement and behaviour concerns.

- Monitor patterns of student engagement, behaviour and connection to school.

- Coordinate timely interventions for students requiring additional support.

- Promote high expectations for student conduct, participation and learning.

Attendance, achievement and case management

- Monitor student attendance and ensure timely implementation of attendance procedures.

- Analyse attendance patterns and coordinate early intervention for students at risk of chronic absence.

- Monitor academic progress, task completion and indicators of non-completion.

- Lead processes for identifying, documenting, supporting and reviewing students at risk.

- Convene or contribute to coordinated case-management processes involving wellbeing, inclusion, pathways and curriculum leaders.

- Work with instructional leaders when patterns of disengagement or underachievement relate to curriculum access or classroom practice.

- Ensure student support actions are documented, communicated and reviewed.

Advisory, student voice and year-level programs

- Lead the consistent implementation of the Advisory curriculum at the designated year level.

- Monitor the quality, consistency and impact of Advisory delivery.

- Manage the development and review of a coherent Years 10¿12 Advisory scope and sequence.

- Work with the Careers and Pathways Leader to ensure careers education and subject-selection processes are appropriately implemented through Advisory.

- Lead opportunities for student voice, leadership and participation at the year level.

- Coordinate relevant assemblies, examinations, study programs, special events and year-level activities.

- Organise parent and carer information events, meetings and communications.

Team and operational leadership

- Lead and develop the designated year-level team.

- Establish clear expectations for Advisory delivery, student monitoring, communication and follow-up.

- Build staff capability through guidance, professional learning and collaborative problem-solving.

- Coordinate year-level processes, timelines, events and communication.

- Strengthen transition and information-sharing between year levels.

- Manage allocated resources and budgets in alignment with strategic priorities.

- Monitor and report on year-level priorities, emerging risks and student outcomes.

Whole-school contribution

- Contribute year-level evidence and perspectives to college planning, policy and decision-making.

- Participate in college policy development and decision-making through membership of the leadership team.

- Maintain current knowledge of Child Safe 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 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 *******@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 Specific 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.

📌 Leading Teacher: Year Level Team Leader (Melbourne)
🏢 Government schools
📍 Melbourne