Gleneagles Secondary College is located in Endeavour Hills on the lands of the Kulin Nation. Although the College and the community it serves is less than 40 years old, learning communities have flourished on this land for more than 30,000 years. Founded as part of the multi-campus Eumemmering Secondary College in 1995, Gleneagles Secondary College became a separate legal entity in 2009 but retains strong curricular links through an Alliance with Fountain Gate Secondary College and Hallam Senior College. Since its formation the College has gained a strong reputation as a caring and community minded school built on a commitment to student-centred learning and inclusive education.
Today the College has an enrolment of 1500 students from Year 7 to Year 12 and a staff of 155. Ours is a culturally and ethnically diverse community with 50% of our students coming from a language background other than English and 5% have refugee status. Approximately 1% of our students identify as Aboriginal or Torres Strait Islander. As a College we celebrate the richness that diversity brings to a community and our educational programs give voice to the different experiences of our families.
Our Vision – the why
“Gleneagles Secondary College empowers learners to be confident, resilient and successful citizens who positively engage within their community and flourish as individuals.”
Mission – the what
“At Gleneagles Secondary College we design high quality learning experiences that develop adaptive expertise and accelerate the learning growth of every student.”
At Gleneagles Secondary College we value RISE Respect, Inclusion, Stamina and Excellence. At Gleneagles Secondary College;
Respect - We value ourselves, others and the environment
Inclusion - We welcome and celebrate all
Stamina - We build our capacity to embrace challenges
Excellence - We have pride and confidence in everything we do
Our curriculum programs place Literacy and Numeracy at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 21st Century learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our Senior students are able to access a wide range of VCE and Applied Learning programs including University enrichment courses as part of a three year pathway to success.
Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore, and a close working relationship with faculty members of the Melbourne University Graduate School of Education and Monash University Faculty of Education. Our balanced pedagogical approach draws on Hattie and Donoghue’s Model of Learning and informed by the Universal Design for Learning framework.
Learning in all disciplines features explicit direct instruction, problem-based learning and Challenge-based work. The focus of learning is to enable students to transfer the learning from one context to another and become adaptive learners. Student achievement is celebrated through Parent Teacher Conferences, Semester and Termly Reporting, Awards and public exhibitions.
The College uses Microsoft Teams to enrich the learning environment and enable blended learning. Digital technology, including virtual world learning, provides opportunities for students to develop their talents and passions through critical thinking, creativity and performance. Student health and resilience is developed through the Food Technology and Health Programs. Our Year 9 'Challenge' Program aims to equip our students with the skills and competencies they need to be successful community members and critical and creative thinkers. In Year 11 students take part in an innovative leadership program that gives them the skills they need to positively shape the future and be ambassadors for the Gleneagles community.
The professional growth of staff is facilitated through Professional Learning Communities, Professional Growth Teams and Professional Learning Sessions. Every staff member takes part in coaching and receives feedback on their practice. Leadership is distributed and aspirant leader programs, mentoring and shadowing offer colleagues opportunities to develop their leadership. Agile leadership practices ensure that change management is responsive and adaptive to the rapidly changing context we work in.
Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally. Student Action Teams drive improvement in the areas of Community, Teaching and Learning, Environment and Student Engagement and Wellbeing.
Our work with students is framed by the Response to Intervention model. Gleneagles Secondary College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 support. Additional Tier 2 supports include a Hands on Learning Program, a range of performance and arts based programs, and programs that support diversity and inclusion.
Gleneagles Secondary College is committed to developing happy, healthy and resilient children and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
Gleneagles Secondary College has an established record of academic excellence and our success is attributed to a number of factors: dedicated staff, transparent and consultative leadership, and above all, strong relationships between all sectors of the school, especially between staff and students and inclusive of parents.
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.
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 2
Range 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:
Classroom teacher Range 1
The 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.
The role of classroom teacher may include but is not limited to:
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
Conditions of Employment
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.