Senior Business Management, Vm And Year Level Coordinator

Location Profile John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence. John Fawkner Secondary College is a growing co-educational secondary college, which operates within a distinct geographical area with a diverse cultural mix.
In 2024, JFC will see two significant changes which highlight the way forward. Firstly, a large part of the school will be demolished to make way for two new buildings: a new Science/STEAM, Arts and Media, and technology wing, which will also house staff members, and a new VET Hospitality grade kitchen classroom and canteen. There will also be significant landscaping within this development.
The second major change for 2024 is the partnership with Melbourne Victory Soccer Club, who will roll out the first pilot team by the second half of the year. Over coming years, the program will grow progressively, opening up to students from across the district.
The school is in a transform stage and is currently experiencing significant change and improvement, across curriculum, learning, and wellbeing. The School Strategic Plan has a strong focus on improving learning through the use of our well documented and viable curriculum and the JFC Instructional Model. Student wellbeing and engagement is supported by the SWPBS framework, and this is reflected in the school values. Each year from 7-10 has a coordinator, supported by a Sub School Leader. VCE and VM students are supported by a Year 11 coordinator and a Senior School Leader.
The college has a strong focus on improving Literacy and Numeracy, and students are identified for support through the Quicksmart program, MYLNS, and the tutor learning initiative. The funded PSD students are supported in the classroom by integration aides and a PSD coordinator. The college boasts a strong wellbeing team, consisting of a full time wellbeing leader, a school nurse, art therapist, and mental health practitioner. Our growing areas currently are in Outdoor Ed, Bike Ed, and PE across all levels as sport is a sought after career pathway for many students.
The students from years 7 ¿ 10 study the Victorian Curriculum and electives. At year 10, students are counselled to appropriate pathways and select from VCE/VM to continue their final years of schooling. The college has rewritten the VM curriculum to be in line with the VCAA reforms through the Firth report and the students are exposed to the Applied Learning Pillars as their framework for learning. All VM students do a Vet subject one day a week, and there is the potential to study a SBAT whilst at school.
The staff at JFC is collegiate and collaborative, led by an executive principal and two assistant principals. The focus is on the future for the students in this area and we seek vibrant, innovative, committed teachers and leaders to join us in our journey of improvement and success. Tours are welcome from prospective employees.
Our Vision: The schools motto is ¿Aspire and Achieve¿ with the vision statement, ¿John Fawkner College takes pride in uniting learners from a diverse community within a respectful and adaptive environment that fosters enjoyment in learning and the motivation to achieve excellence.¿
Our Values: Respect: We respect others for who they are and value their opinions
Commitment: We are dedicated to our values, our school and our community
Academic Excellence: We relentlessly pursue academic excellence
Continuous Improvement: We never stop finding ways to stretch and grow
Selection Criteria SC1 Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.
SC2 Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.
Role The classroom teacher classification comprises two salary ranges- range 1 and range 2. The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes. The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning.
As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.
Classroom teacher Range 2Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.
A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.
Range 2 classroom teachers will be expected to:- Have the content knowledge and pedagogical practice to meet the diverse needs of all students- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning- Supervise and train one or more student teachers- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.
Classroom teacher Range 1The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs. Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.
At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice. New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.
Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.
Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.
Responsibilities The role of classroom teacher may include but is not limited to:
Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. 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 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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:
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:
Other Information Information for Applicants
In addition to applying through Recruitment Online, please email CV, cover letter and Selection Criteria to the principal, Lisa Vinnicombe.
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Please phone to arrange a tour of the school.
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 Program Benefits No job description availableVIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.