Educational Leadership

College Vision

At Hampton Park Secondary College, we are rich in diversity and wholehearted in our pursuit of excellence.

This vision is underpinned by our values of Respect, Learning and Working Together which are embedded in our whole school practice and are supported by the Positive Behaviours Program.

The College values the central role of education in building active and informed citizens in a democratic, equitable and just environment that is characterised by cultural, economic and social diversity.  We believe learning should be: transformative, deep and focused on value adding, inclusive of all learners (acknowledging diversity and being responsive to it), respectful (of self and others), collaborative and co-operative.

College Profile

Hampton Park Secondary College is situated approximately 42 km from the Melbourne CBD in the southeast growth corridor within the City of Casey.  The College is geographically close to Lyndhurst SC, Cranbourne SC, Hallam Senior SC and Narre Warren P-12 College. River Gum PS, Hampton Park PS, Kilberry Valley PS, Lynbrook PS and Coral Park PS are the predominant primary schools that feed into Hampton Park Secondary College.  The College opened in 1987 and is situated on spacious grounds with modern facilities.  We have a vibrant ‘Maker Space’ where students and staff can immerse in a technology rich environment, they can partake of coffee or hot chocolate and be part of a lunchtime club.  We are also very excited to be currently enacting a new phase of our master plan to upgrade facilities.

In 2018 there are 1135 students enrolled and the gender breakdown is 553 females and 557 male.  There are EFT 4 Principal Class, 97 Teacher Class and 40.34 (59) Educational Support Staff.

The student population is multicultural with approximately 52 nationalities represented and 67 languages other than English spoken.  Around 58% of students come from a background where the student or at least one parent speaks a language other than English at home.  We have a wonderful team of Multicultural Education Assistants who assist students in the classroom, and we have many programs to engage and celebrate our Multicultural community such as the annual Multicultural assembly, the ‘Le Mana’ Empower Pasifika Youth Leadership School Program and Foundation House who support our refugee students.

The College has a significant number of enrolments from the Noble Park English Language School Casey Campus which is adjacent to the College.  This has enriched our community and has lead the College toward an increased focus on teacher professional learning, particularly on the explicit teaching of literacy and numeracy skills.  The College has a comprehensive, documented curriculum, following Harvard Curriculum Design principles, and all teachers work in teams to continue to develop, refine and enhance the learning program.  This is supported by regular professional learning time that allows teachers to collaborate on a Tuesday afternoon when students are dismissed early.  The College BYOD digital device program enables 24/7 access to lesson plans, collaboration and resources through the Learning Management platform Compass and Office 365.  Every week, Homework Club runs after school with high participation rates from students, and with the assistance of staff and Monash University mentors.

Due to our School Family Occupation (SFO) index which has trended upward in the past 5 years, we have received significant Equity Funding that has allowed the College to invest in an exciting initiative of three teachers for fifty students in Year 7 and 8 classes.  This has allowed for increased teacher collaboration and sharing of expertise, and for targeted interventions; including one to one support in the classroom; to better meet differentiated student learning needs.

The College has a strong Student Voice program that allows regular opportunities for students to provide feedback about the curriculum program and classroom teaching.  Our goal is to encourage students to reflect on learning at the College and value their feedback as crucial evidence as to how far we have successfully met their learning needs.  A whole school Student Leadership model has been developed in collaboration with students to ensure activities and events are student led and run, including community collaborations.

The College has an extensive Careers Team and a Wellbeing Team which consists of Student Wellbeing Coordinator, Student Wellbeing Officer, Adolescent Health Nurse, Time Out Room Manager and SSSO Psychologist.  We have an extensive program of support for students with disabilities and we are involved in a number of community partnerships with organisations such as the Monash University, (including TAPP), the Smith Family, SELLEN, Operation New Start Victoria, RMIT and Deakin University, Hampton Park Community Renewal Group and VETiS local collaboration, Casey Council, Chisholm TAFE, St John’s Catholic College and the Hallam Trade Training Centre consortia.

SC1         Demonstrated high level understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of teaching and learning in accordance with the Victorian curriculum.

SC2         Demonstrated outstanding classroom teaching and leadership skills and capacity to implement high impact classroom teaching strategies, to  lead colleagues to continually improve teaching and learning and to enable all students to achieve their full potential.

SC3         Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

SC4         Demonstrated outstanding written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.

SC5         Demonstrated commitment and capacity to actively contribute to and to manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, stills and expertise derived from ongoing professional development and learning.

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 program of a school.

Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop 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 program.

Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A leading teacher has a direct impact and influence on the achievement of the school goals.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

The HPSC Leadership Profile 2019-2021 will be comprised of the following Educational Leadership roles:

-  Improvement Leader – Literacy Across the Curriculum

-  Improvement Leader – Numeracy Across the Curriculum

-  Pedagogy and Learning Leader

-  Sub School Learning Leader x 3: Junior (7&8), Middle (9&10), Senior (11&12)

-  Community Engagement Leader

-  Student Engagement Leader

-  Professional Learning and Development Leader

All Lead Teacher positions at Hampton Park Secondary College are advertised as Educational Leadership.  Applicants are advised that detailed information regarding the HPSC Leadership Profile, Leadership Trademark and role descriptors for each position advertised can be found on the College website (https://hpsc.vic.edu.au) under General Information / Employment.

Applicants are further advised to use their covering letter to prioritise their preference regarding the particular roles that they wish to make application for, using 1 as their highest priority and 9 the lowest.

It is strongly recommended applicants attach their application to all 9 position numbers advertised, in order to be considered for all positions.

Applicants will be interviewed once, in regard to all positions applied for, as all positions are Educational Leadership positions.

Following the interview and referee processes, the panel will make a recommendation to the Principal regarding appointment to all positions advertised.

School tours are available for applicants – please contact Imelda Kavanagh on 8795 9405 to book a tour.

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.

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.

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

• 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.