Flexible Learning Options

10d ago , from Department of Education & Training Victoria Melton FLO (Flexible Learning Options) caters for secondary school students who are disengaged, or at risk of disengaging, with mainstream schooling within the Melton and Brimbank area of Victoria. Students are referred directly from these secondary schools. The key objectives of our FLO programs are to support and re‑engage students with positive learning experiences in an alternative flexible education setting to improve their literacy, numeracy, and personal development and to re‑engage with mainstream education, or transition into further education, training and/or employment. Melton FLO offers three accredited re‑engagement FLO programmes: CaLM (Community and Learning Melton) Victorian Pathways Certificate (VPC) FLIP – a blended‑learning programme with face‑to‑face support at the Melton Library and the CaLM campus The CaLM campus located in Kurunjang, Victoria, is registered as a campus of Melton Secondary College, and all FLO programmes operate within Department of Education Victoria policies, procedures, and guidelines. The CaLM and VPC programmes operate out of the CaLM campus in Kurunjang, Victoria. CaLM caters for up to 35 students from Year 7 – 10 and FLIP caters for up to 60 Year 7 – 10 students. The VPC is offered for up to 15 Melton FLO students. Many FLO students have experienced a degree of trauma and present with learning difficulties, social‑emotional, and mental‑health issues, low attendance, and challenging behaviours. The Melton FLO programmes are supported by a team of highly trained staff, including an Assistant Principal, two Leading Teachers, six teachers, three Education Support staff, a Wellbeing Coordinator, a Transitions and Pathways Advisor, and an Administration Assistant. The FLO programmes aim to support students to re‑engage with mainstream education or follow a positive pathway into further education or training. The academic programme aligns with the Year 7 – 10 Victorian Curriculum and is supported by a therapeutic approach based on the Berry Street Education Model. On‑site class sizes are small, and the programme consists of literacy, numeracy, personal development, health, sport, nutrition, arts, music, technology, pathway planning, and work‑related skills. FLIP Melton is an online personalised programme that seeks to reconnect students with learning, to engage them as leaders of their own learning, and to help them achieve the learning and personal goals they negotiate with their Learning Mentor (VIT registered teacher). Further information is available from the Melton Secondary College Acting Principal, Melanie Russell at *******@education.vic.gov.au Selection Criteria 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 programmes 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 Sound level of understanding of the needs of marginalised and vulnerable children who may have experienced complex trauma, including the barriers, enablers, and the ability to engage each child to progress their learning. Role Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of leading teachers is to improve the skill, knowledge, and performance of the teaching workforce in a school or group of schools and to improve the curriculum programme of a school. Typical responsibilities include coordinating staff to achieve improvements in teaching and learning, providing professional support through modelling, collaboration, and coaching, and developing knowledge, practice and professional engagement in others. Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education programme. They will make a significant contribution to policy development relating to teaching and learning in the school and will have a direct impact on the achievement of the school goals. Leading teachers are usually responsible for the implementation of one or more priorities contained in the school's strategic plan. Responsibilities Lead and manage the implementation of whole‑school improvement initiatives related to the school strategic plan and school priorities. Lead and manage the implementation of whole‑school improvement strategies related to curriculum planning and delivery. Provide professional‑development oversight and develop individual and team development plans for teaching staff within school priorities. Lead staff performance and development (review of staff). Teach demonstration lessons. Lead the development of the school's assessment and reporting policies and practices. Lead the implementation of school operations and policies related to student welfare and discipline. Lead curriculum development in a major learning area and participate in curriculum development in other areas. Take responsibility for general discipline matters beyond classroom teachers. Contribute to overall school leadership and management. Help develop proposals for school council consideration. Develop and manage the school code of conduct. Specific duties/areas of responsibility: Work collaboratively with the Melton Secondary College Executive Leadership team, in consultation with teachers and Education Support, to implement school strategic priorities as informed by the Annual Implementation Plan and School Strategic Plan. Plan and lead learning‑intervention programmes and oversee the functioning and analysis of various forms of student‑learning data. Provide ongoing instructional leadership and build staff capacity to improve pedagogical and engagement practices through mentoring, coaching, and supporting staff with teaching and learning practices. Support staff in the use and analysis of student‐learning, achievement, and engagement data to best support student outcomes at both individual and whole‑cohort levels. Use data to lead the development of targeted learning programmes. Lead and manage the provision of professional learning for teaching and Education Support staff. Lead and implement a positive culture of teaching and learning, engagement, and connectedness appropriate to Melton FLO values and high expectations. Lead meetings with relevant stakeholders to discuss and provide targeted, wrap‑around support for individual students. Lead mainstream school transitions. Teach demonstration lessons. Lead the coordination of various Student Support Group and case‑management meetings. Oversee and lead Senior Pathways Reform – VPC enrolment and reporting to VASS. Lead staff to implement educational adjustments and targeted support for Disability Inclusion tier 1, 2 or 3 students. Oversee the PDP/Statement of Expectation process with allocated reviewees. Take responsibility for general discipline matters beyond classroom teachers and drive the School‑Wide Positive Behaviour Support (SWPBS) framework. Other duties as determined by the Principal in consultation with the incumbent. Who May Apply Required 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. Desirable Experience working with at‑risk school children and have training and/or familiarity with trauma‑informed practices. 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 accepted, 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: Child Safe Standard 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: Department Values Overview Other Information 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Human Resources 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 programmes provided. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Human Resources 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. If the person completed an Australian postgraduate level initial teaching programme or course of study on or after 1 January 2024, they must demonstrate satisfactory completion of a postgraduate level accredited initial teacher education programme accredited by an Australian State or Territory Teacher Regulatory Authority. A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 ITE programme completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Be careful – Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr