Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the south eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of a number of settings to be developed which link the Victorian Government and Philanthropic funding organisations.
In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups.
The Colman Foundation provided a financial contribution and continues to provide an annual financial contribution to allow for additional services to be provided which are over and above the normal funding regime for the College. The Foundation has a goal of changing the life opportunities of young people by supporting families and communities access education, health and wrap around services with the school at the centre of the services.
Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0 – 15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities. Early Learning has been accredited as a Centre of Excellence operating a long day setting, with a focus on intentional learning through explicit teaching in a structured learning environment.
On any week, the College is a vibrant learning hub with 130 children in early learning, 620 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.
The community expectation is that the college will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to:
- student growth in their learning :
- empowering all our children and young people to be creative, curious, to explore, and discover - to strive and to excel
- a rigorous and dynamic curricula to meet the needs and promote the growth of every child and young person
- a strong learning culture and team approach based on the values of respect and tolerance, high achievement and excellence, engagement, participation and leadership
- the belief that learning occurs in partnership with parents and the support of the community
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.
SC6 Demonstrated understanding and implementation of intervention strategies and differentiation to enhance student growth.
Organise and manage the intervention team to deliver high quality, impactful intervention strategies for small group student withdrawal
Optimise the available resources and identify opportunities to improve the impact and effectiveness of the team
Collaborate with PLT leaders to identify students who are eligible for, and would benefit from small group withdrawal
Ensure that students participating in small group withdrawal are demonstrating growth greater than they would in the classroom
Regularly review the effectiveness of intervention programs and recommend improvements
Identify opportunities to provide extension experiences for students in the top band
Develop and implement processes to ensure that small group withdrawal complements and adds to the classroom learning program
Develop and implement process to minimise the negative impact of withdrawal from the classroom
Support classroom teachers to develop meaningful educational goals for students with ELPs
Support classroom teachers to develop differentiated teaching strategies to support all students, particularly those with learning difficulties
Be an active contributor to Learning Leaders and PLT/Curriculum teams
Liaise closely with Wellbeing to understand the student/family circumstances that influence learning needs and behaviours
Work closely with the principal class to monitor and improve student outcomes
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key role of the leading teachers may include but is not limited to:
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
Leading and managing the provision of professional learning and developing individual and team performance and development plans for teaching staff within the priorities of the school and in the allocated portfolio
Leading and managing staff performance and development (review of staff) where applicable
Leading and managing the development of the school’s assessment and reporting policies and practices
Teaching demonstration lessons relevant to portfolio
Leading the development of curriculum in a major learning area and participating in curriculum development in other areas
Leading and managing the implementation of the school operations and policies related to student engagement and wellbeing
Responsibility for general discipline matters beyond the management of classroom teachers
Contributing to the overall leadership and management of the school
Contributing to the development of proposals for school council consideration
Developing and managing the school code of conduct
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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