Gleneagles Secondary College is a modern, purpose-built school situated in landscaped gardens in the south-eastern Melbourne suburb of Endeavour Hills. We have more than 1350 students in 2019 and are continuing to experience growth in our enrolments. We have a harmonious student population that comes from diverse cultural backgrounds and the socio-economic background of our community is varied, with parents in professional occupations, trade and family businesses. 31% of our current families qualify for a Health Care card.
We have a number of students who have come to Australia through the refugee program and have experienced interrupted schooling and who are supported through specific programs.
Our philosophy at Gleneagles is that all our students will leave our school for a quality destination that will provide a secure future and we develop our structures, policies and processes to support this belief. Our students leave Gleneagles to pursue further study at university, TAFE, other training programs or employment. We identify the needs of individual students and ensure we support them to find an appropriate pathway to success.
We have several specific programs in place and some examples follow. Our Select Entry Accelerated Learning (SEAL) program is well subscribed and students in this cohort have measured academic abilities in the top 8% of the population. There is one SEAL group at each year level from 7 to 10. Additionally, we have a High Achievers program for students who need to be challenged in specific areas. We have literacy and numeracy centres for year 7 & 8 students and this enables students to develop their skills in small groups.
Gleneagles Secondary College became a stand-alone year 7 to 12 school on January 1st, 2009. It has the advantage of operating as one of an alliance of schools in the region. This alliance is based on the sound principles of co-operation among the schools as opposed to the destructive competition that is so often experienced. Gleneagles has a clear VCE focus for senior studies. Students who wish to complete VET or VCAL studies pursue these at another school in the alliance by moving to the school or by travelling for certain studies. Our four senior programs are Investigative Science, Music Performance, Visual Media & International Relations / LOTE and we offer 36 VCE sequences in years 11 & 12. At year 10, approximately 40% of our students commence their VCE studies, with some year 10 students enrolled in up to three VCE subjects.
Gleneagles Secondary College is committed to child safety. Our school actively promotes the safety and wellbeing of all students, including the needs of Aboriginal and Torres Strait Islander children, children from culturally and linguistically diverse backgrounds, children with disabilities and vulnerable children. 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.
We have a responsive and well-established student management team with clear processes in place. A strong relationship with the Wellbeing Team ensures we consider all factors when responding to student behaviour. We expect all students to complete and submit assigned work and have a late work Policy that ensures that there are consequences for non-submission.
The staff at Gleneagles is a collegiate group who are supportive of one another and of new initiatives. There is a great deal of commitment and energy to developing our programs so that we can improve the educational outcomes for our students. Gleneagles Professional Learning Teams support regular professional dialogues and are pedagogy-focused.
We also have a keen body of parents excited about the future for Gleneagles Secondary College and the opportunity to work together to provide optimum learning experiences and outcomes for our students.
The members of the Gleneagles Community will work with enthusiasm and energy to continue to develop a school learning environment where there are high expectations of students that are matched by supportive programs.
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.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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
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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.
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