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.

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 ¿ Mathematics Instructional Leader leads curriculum quality, instructional practice and teacher capability across Mathematics at Years 10, 11 and 12.

The role combines responsibility for a guaranteed and viable Mathematics curriculum with distributed instructional leadership. Its central purpose is to maintain and extend strong student outcomes while strengthening consistency, challenge, participation and instructional quality across Mathematics classrooms.

The Mathematics Instructional Leader is expected to be an exemplary Mathematics teacher who works alongside teachers through modelling, coaching, observation, feedback and collaborative planning. The role is accountable for monitoring the implementation and impact of agreed Mathematics practices and for leading progress towards the college¿s strategic Mathematics targets.

Responsibilities

Mathematics curriculum leadership

- Lead the development, documentation, implementation and review of the Mathematics curriculum across Years 10¿12.
- Ensure alignment between the Victorian Curriculum, relevant VCE study designs, VCAA requirements and the PCSSC instructional model.




- Maintain coherent scope and sequence documentation across Year 10 Mathematics and the range of VCE Mathematics studies offered by the college.
- Ensure curriculum documentation identifies essential knowledge, skills, assessment expectations and appropriate pathways between Mathematics subjects.
- Ensure programs provide opportunities for intervention, consolidation and extension.
- Lead course review processes using student achievement, engagement and pathway data.
- Support transition between Year 9 precinct school Mathematics programs (including the High Ability Maths Program) and the PCSSC Year 10 Mathematics curriculum.
- Work with the Transitions Leader and precinct school Mathematics leaders to strengthen curriculum continuity across Years 9 and 10.

Instructional leadership

- Model exemplary Mathematics teaching through demonstration lessons and shared planning.
- Coach Mathematics teachers to strengthen teaching and learning strategies that support VTLM 2.0.
- Conduct classroom observations and provide evidence-based feedback.
- Build teacher capability to diagnose misconceptions and respond to students at their point of need.
- Promote high expectations, academic rigour and active student participation in Mathematics classrooms.
- Lead professional learning responsive to the needs of Mathematics teachers and students.

Cooperative planning and moderation

- Lead regular Mathematics collaborative planning and professional learning meetings.
- Ensure moderation of assessment tasks and student work across Years 10¿12.
- Strengthen consistency of teacher judgement, feedback and grading practices.
- Ensure assessment tasks are valid and provide evidence of intended outcomes
- Support VCE Mathematics teachers to analyse assessment and examination data and implement improvement strategies.

Data, monitoring and accountability

- Analyse Mathematics achievement, growth, engagement and completion data across Years 10¿12.
- Develop annual Mathematics improvement priorities, actions, measures and evidence of impact.
- Monitor progress towards SSP and AIP Mathematics targets, including maintaining mean study scores and increasing high study-score outcomes.
- Support staff to identify students and cohorts requiring additional support
- Report to the Principal Class Team and leadership team on progress, implementation and impact.

Team and operational leadership

- Lead the Mathematics learning area and establish clear expectations for professional collaboration and collective responsibility.
- Clarify and delegate appropriate curriculum coordination and administrative tasks within the Mathematics team.
- Support induction and mentoring of teachers who are new to Mathematics, VCE Mathematics or the college.
- Contribute to workforce planning, subject allocation and recommendations regarding professional learning.
- Coordinate Mathematics resource planning and manage the allocated Mathematics 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 Mathematics teaching.
- Work with Year Level Team Leaders to respond to student attendance, engagement and task-completion concerns.
- 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 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.

📌 Learning Specialist: Mathematics Instructional Leader (Melbourne)
🏢 Government schools
📍 Melbourne