St Albans Secondary College is dedicated to providing an environment that values excellence is respectful of all members of the community and which inspires each individual to achieve their potential, and to take their place with confidence in a changing society.
At St Albans Secondary College, we hold these values and guiding principles:
- We show leadership by taking responsibility and being committed to our vision and to each other
- We demonstrate respect, tolerance and fairness to each other
- We show integrity at all times by being open and honest
- We take pride in our achievements and strive for academic excellence.
We value critical thinking, creativity and risk taking in our learning.
St Albans Secondary College is a 7-12 co-educational school located 18 km to the northwest of central Melbourne. The College is proud of its history as the original secondary school in the area, and of its continuing role as an educational focal point within the community of St Albans and surrounding suburbs.
The student enrolment is currently 1533, consistently strong enrolment figures allow the school to maintain flexibility in both staffing & curriculum, and thus to effectively address the educational directions valued by the whole school community. St Albans Secondary College successfully focuses on the academic, social and personal development of its students.
The curriculum is organised into key learning areas, and a comprehensive range of VCE and VET studies, together with a VCAL program, are offered at the senior years. St Albans Secondary College offers Certificate III in Information Technology & Certificate III in Applied Clothing Design and is a member of the Brimbank VET cluster of schools.
The St Albans community has welcomed new arrivals to Australia since World War II, and this is reflected in the culturally and linguistically diverse backgrounds of our students, as well as in the multicultural vitality of our community. The vast majority of our students come from non-English speaking backgrounds, covering 53 different nationalities. The school has a Student Family Occupation (SFO) index of .69 and Student Family Occupation and Education (SFOE) index of 0.59. A highly successful International Students Program has enriched the school community..
The school has committed to a sustained program of facilities upgrading in order to improve the learning and work environment for students and staff. Over recent years the school has constructed a Flexible Learning Centre and a 21st Century Science Centre, redeveloped the sporting oval incorporating, a running track, resurfaced ball courts and synthetic soccer pitch, renovated classrooms, senior science laboratories, completed a major upgrade to the staff work area and of the school’s library, and a$1.7m Commonwealth funded Trade Training Centre to enable the provision of VET Certificate III in Hospitality.
No less significant is the determined work that has been done to build a strong, positive school culture where learning, effort and achievement are valued and recognised. The friendly, supportive, caring atmosphere of our school is very often commented on by visitors. Students are able to articulate the high expectations that the staff and parents hold for them and they appreciate this. The introduction into the school calendar of rituals that promote a sense of welcome, belonging, and pride in achievements, and the valuing of student voice and leadership, have been important elements in developing this culture.
St Albans Secondary College is a community where staff and parents work together with and for the benefit of students. Staff are deeply committed to the academic progress, and personal development & wellbeing of each student.
St Albans Secondary College has been recognised as one of eight high performing Victorian government schools. Research undertaken by the Department of Education and Training (DET) and the University of Melbourne in 2008 identified schools that achieve "extraordinary success" given the socio economic characteristics of their school community.
St Albans Secondary College is committed to further improvements in student learning outcomes through a strategic and sustained focus on curriculum, teaching practice, assessment and feedback to enhance each student's potential and their opportunity for successful pathways.
St Albans Secondary College’s vision, values and guiding principles combine to create a safe, supportive and well disciplined environment where every student is guided and inspired to achieve to the best of their ability. Our College community values respect, integrity, leadership, and the pursuit of excellence.
We are proud of our achievements, and this is supported by the School Performance summary which shows that our results in all areas for 2018 are within or higher than the expected range for all schools. St Albans Secondary College has been recognised as a high performing school in studies undertaken by the Department of Education and the University of Melbourne. In 2015, the growth achieved by our students in reading and numeracy was recognised by the national curriculum and assessment body, ACARA, with the school identified as ‘having demonstrated substantially above average gain in NAPLAN results’. As well as this, the school's 2018 VCE, VCAL and pathways outcomes continued to be at a high level. The VCE results, in particular, are outstanding with a median study score of 30.
Our commitment to foster the academic and personal development of each student, to guarantee high quality teaching and learning in every classroom, and to provide a broad range of programs to challenge and enrich all students, is a significant factor in these achievements. Our Attendance Policy of 90%, close monitoring of student absences, and effective communication with parents ensure that the importance of regular attendance for successful student learning is well embedded in the school culture. In 2019, 92.6% of 2018’s Year 12 cohort went on to further education and training, 60% to university. These results are an endorsement of our strong focus on a Managed Individual Pathway for each student from Years 9 to Year 12, and on the induction and support programs we provide to assist students as they transition through the school.
The College places a particular emphasis on ensuring that high achieving students are challenged and motivated. The Select Entry Accelerated Learning (SEAL) program is offered to gifted and talented students from Year 7 right through to Year 12. Additionally, enrichment electives are offered from Year 9, and VCE subjects are available to selected students from Year 10. Our top achievers are supported with scholarships, as well as university mentoring programs such as the Kwong Lee Dow Scholars program, and consistently gain entry into top level tertiary courses.
A central element of our new Strategic Plan is guaranteeing high quality teaching in every classroom to further enhance student learning. Specialist literacy and numeracy intervention programs assist students who need additional support with their skills in these areas, as does the English as an Additional Language program for newly arrived students, and our specialist team in the Individual Needs program. Our students’ learning confidence is at state levels.
A focus on positive, respectful relationships as an essential part of a safe, enjoyable learning environment has also contributed to the College's excellent results, as has our strategy of enhancing student voice and leadership across the school, and providing a rich extracurricular and interschool sports program. The reintroduction of Houses has enhanced students’ sense of pride and connectedness, and provided them with additional leadership opportunities. Students’ connectedness and safety are both at state benchmarks.
St Albans Secondary College is proud to be an accredited provider of education for international students. Our reputation for academic excellence has attracted 50 students from overseas who are currently completing their secondary education with us. Our local and international parent communities are integral to the success of this program, and to the support provided to the students.
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.
The Sub School Leader is responsible for the development and leadership of an effective, cohesive team of staff, students, parents and support personnel to create a positive and productive learning environment. They have a clearly articulated, shared vision for the Sub School, which contributes to the achievement of school values and goals. The Sub School Leader will promote a culture of high expectations for students, staff and parents, and support this by leading the implementation of school and DET policies, including the Framework for Improving Student Outcomes. This involves the development of an annual Sub School Action Plan, which details varied and high level strategies to monitor and improve student learning, engagement and connectedness, and transitions.
- Provide high level guidance and support to the Assistant Sub School Leader
- Lead a team of Year Level Coordinators within a Sub School structure to develop a vision and sense of identity for the Sub School.
- Take responsibility for ensuring that all relevant school and DET policies, and practices are implemented across the Sub School.
- Initiate and take leadship responsibility for the development and implementation of an annual Sub School Action Plan which details proactive programs designed to promote high expectations, to enhance student achievement, participation, and connectedness across the Sub School, which are responsive to school goals and priorities, and which address key areas for improvement in relation to school data.
- Use a range of data to monitor the progress, learning outcomes, attendance and wellbeing of every student within the Sub School, and take action to ensure that appropriate support, extension, and intervention are proactively implemented for each child and recorded using the College Case Management database.
- Manage student transition and promotion both within the Sub School and between Sub Schools, and take a proactive role in managing pathways for all students in the Sub School.
- Manage significant discipline and wellbeing issues which extend beyond Year Level Coordinators. The Sub School Leader conducts suspension conferences, and ensures the establishment of student support groups for students at risk.
- Take action to provide high level professional support to staff teaching in the Sub School, including conducting regular teacher meetings.
- Ensure that the Sub School team establishes and maintains effective communication with all parents at the Sub School, including on a daily basis regarding student absences from school.
- Build and maintain effective teams to promote student achievement, engagement and wellbeing including with the Principal Class Team, the Wellbeing, Individual Needs, and and Managed Individual Pathways (MIPS), Teams, Business and Community partners, and external agencies.
- Manage all enrolments into the Sub School, including arranging for entry level testing of students, course counselling, and the provision of appropriate proactive support or intervention programs.
- Conduct regular student assemblies which support a strong focus on celebrating student achievement and promoting student voice and leadership.
- Coordinate information nights and the production of Sub School handbooks where relevant.
- Perform the duties of a Year Level Coordinator for specified student groups.
- Any other duties as directed 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.
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
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- 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.
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