The focus of these positions is to lead and support positive learning behaviours and cohort specific programs at the college. 

The key role of year level coordinators and the aims of this role are:

• To support the development and maintenance of a predictable and safe learning environment.

• To support cohort connections and provide age specific guidance and support for both learning and behaviour.

• To implement the ‘ready to learn’ and the school ‘engagement and wellbeing’ policies and the school’s uniform policy. 

This includes but is not limited to:

• Liaise closely with the Principal class, LT Student Wellbeing for Learning, LT Learning Behaviours, Careers and Transitions, and other Coordinators to ensure consistency in approach to welfare and discipline issues across the college.

• Provide a child safe environment in accordance with the Child Safety Standards

• Provide direction and leadership at the cohort level – key areas of focus, behavioural expectations and standards and learning foci. 

• Demonstrate expertise in student management strategies

• Utilise a coaching approach to build the capacity of teachers to improve their practice. Assist, mentor and support classroom teachers to implement school policies, especially in relation to School Wide Positive Behaviours, Learning behaviours and transitions. 

• Support classroom teachers by acting as first point of reference for issues beyond the responsibility of classroom teachers and by providing advice and assistance when required. 

• Establish and manage procedures for monitoring and improving student learning, wellbeing and behaviours and to initiate contact with parents so as to plan for an early resolution of any issues that may arise. 

• Develop and maintain a collaborative improvement culture 

• Undertake administrative tasks associated with Cohort operations e.g. Class list construction and revision, student files, camps, course counselling, student handbooks, student recognition, and other related activities 

• Liaise with House Leaders to support students and to develop key documents such as behaviour support plans and learning support plans as needed. 

• To identify, with the support of the LT Learning Behaviours, Careers and Transitions, programs to support the development of appropriate learning Behaviours through the SWEL program. 

• Monitor behavioural data, Compass chronicle entries and classroom environments and respond appropriately

• Liaise with AP and LT Student wellbeing for learning to manage complex student management 

• Contact families regarding general classroom behaviour interventions and work with families to develop proactive strategies to support positive student behaviours 

• Organise and run SSGs and parent meetings as needed to address behavioural or academic-based concerns

• Support the implementation of School Wide Positive Behaviours 

• Additional organisational roles as appropriate for the year level:

  • • Year 7 – transition, end of year activities

    • Year 8 – year level camps and excursions including those at end of year 

    • Year 9 – 9life program, end of year activities  

    • Year 10 – Formal 

    • Year 11 – camps excursions, incursions etc. Support for subject information evenings and formal

    • Year 12 – camps excursions, incursions etc. Support for subject information evenings and Valedictoriy 

• Support the course selection process for transition into and out of specific year level

• Develop and manage class list development for the year level being coordinated 

• Support testing programs and procedures (NAPLAN / HAPLAN / AAS/ VCE) relevant to the particular year level

Time in Lieu 

Meetings that involve students and families will need to be conducted as part of this role and these may occur outside of the specified hours of work for teachers. Coordinators will be provided TiL for any meetings that exceed 2 hours in any week but this is to be negotiated with the Principal prior to claiming (as for all TiL applications). 

Year Level Coordinators may also be required to attend events that are run outside of regular working hours as part of their role. This time is not to exceed 5 hours in any term and no more than 10 hours across the year or Time In Lieu will be offered. 

The focus of this position is leading and managing the teaching and learning in a subject discipline.  This includes but is not limited to:

• Coach and mentor Learning Area staff,

• Develop and maintain a collaborative improvement culture

• Model best practice teaching and learning

• Encourage and provide professional development

• Support the implementation of the instructional and engagement models

• Develop shared curriculum, special programs and strategies for improved student learning in consultation with the all-learning Curriculum Area Leaders

• Take responsibility for documenting, implementation, delivery and review of all curriculum areas/courses/units associated with the learning area, including relevant Vic Curriculum, VCE, VET and VCAL units of study

• Develop and lead the assessment schedule in subject discipline

• Attend and contribute to Curriculum Leadership Meetings

• Ensure that the DET and College priorities and special programs such as: EAL, ICT, Literacy and Numeracy are integrated into the Learning Area curriculum

• Liaise with the Reports Coordinator regarding student assessment, improvement focus statements, reporting, moderating and proofreading

• Manage the Learning Area program budget and liaise with Leading Teacher - Curriculum regarding teaching resources, booklists and budgets

• Provide accountability and evaluation data to the Curriculum Committee and other staff within the college

• Collect, analyse and use data to drive pedagogical improvement

Time in lieu

Curriculum Area Leaders are required to attend events such as the school Open Night and subject selection evenings as identified in the school plan for compulsory events. CALs will be encouraged to organise their team and times to ensure that their involvement beyond regular working hours is minimised and any claims for Time In Lieu are raised 6 weeks prior to claiming for these events with the principal. 

CALS may claim for Time in Lieu where they are required to attend events where attendance will take them beyond the hours of attendance for any day. All applications for TiL must be received by the principal at least 2 weeks in advance of any scheduled event and as soon as possible for any event that is called beyond the schedule. 

The focus of this position is to lead and support engagement and improved wellbeing of students within their House. 

The key aims of the house leaders are:

• To support student and staff connectedness, wellbeing, and engagement for both learning and behaviour.

• To develop a sense of house spirit and an environment that is conducive to the above aims.

• To advocate for and support students through their time at the college.

• To induct and support staff working in the houses 

This includes but is not limited to:

• Provide a child safe environment in accordance with the Child Safety Standards

• Provide direction and leadership to the House – values, vision, house charities etc. 

• Develop Student Voice Teams (SVT) within the house to capture student attitudes and thinking about various issues. 

• Identify strategies to engage students in house-based activities and events. 

• Collect and analyse data that informs strategies to improve house spirit and connectedness

• Communicate with parents and families of students and be a key point of contact for families, with a particular focus on student wellbeing. 

• Liaise with the year level coordinators to support the development and implementation of behaviour support plans and learning support plans as needed. 

• Attend SSG and parent meetings as needed as an advocate / support for students and families. 

• Support the implementation of School Wide Positive Behaviours. 

• Support the implementation of the Respectful Relationships curriculum 

• Provide both behavioural and academic mentorship and guidance to students in the house. 

• Provide support to staff in the house. 

• Any other duties as directed by the principal

Time in Lieu considerations 

Meetings that involve students and families from the House will need to be conducted from time to time and these may occur outside of the specified hours of work for teachers. House leaders will be provided TiL for any meetings that exceed 2 hours in any week but this is to be negotiated with the Principal prior to claiming (as for all TiL applications). 

Nourish is the college breakfast program. As a key engagement strategy of the college for 2024, Nourish will running every morning from 8.30am until the bell rings for the start of Period1. Nourish will be staffed by House Leaders and some allocated staff as well as vounteers on a roster basis. 

The role of the Nourish Coordinator is to develop and monitor the Nourish roster. To oversee the Nourish budget and all planning and purchasing. To work in conjunction with House Leaders to devise engaging content for Nourish and to design and implement a welcoming environment for staff and students through the program. 

The main focus of this position is to lead the implementation of DET’s Amplify strategy to activate student voice, agency and leadership This includes but is not limited to:

• Evaluate current student leadership programs and student participation in decision making in the College

• Investigate enhancing a broader range of participation and leadership opportunities for student involvement

• Develop a Charter for setting up an effective SRC and School Captains.

• Plan participation and leadership programs for students which provide meaningful opportunities to develop skills required to undertake leadership role

• Work with Year Level and House teams to facilitate student run assemblies

• Develop and promote leadership profiles, responsibilities and selection processes

• Initiate effective communication opportunities to raise the profile of student leaders

• Identify and encourage the development of student participation and leadership skills through classroom practices

• Develop and lead Student Voice Teams

• Investigate the involvement of community resources in supporting student leadership

• Investigate student programs to connect with the community including feeder primary schools and other areas of the community

• Create and implement a yearly roster for student leaders to raise and lower the flags daily

• Attend House Leadership meetings and contribute as appropriate

Time in Lieu consideration 

Part of this role will involve supervising students outside of regular working hours. This may include weekend events such as the ANZAC Day march at Ringwood as well as attendance at leadership camps. 

All claims for TiL for these types of events are to be negotiated with the principal when organising and at least 6 weeks ahead of them occuring. 

The focus of this position is to develop an extracurricular performing arts program. Duties will include but are not limited to:

• Supporting staff, students and the wider College Community to facilitate whole school Performing Arts events across the school calendar year.

• Use Compass as needed to organise and gain consent for events

• Organising extra-curricular programs and events targeting student participation and engagement to build student connectedness.

• Apply for grants and build relationships with Performing Arts vendors and Industries to create new experiences for students.

• Liaise with the Instrumental Music Coordinator to organise enrolments and trial programs

• Design and implement processes and policies around scheduling timetables for lessons, events, performances, etc.

• Oversee the organization and execution of Music Events – i.e. Instrumental Showcases, Mid-Year and End-of-Year Performance Evenings, Music Trivia Fundraising Nights,

• Organising and rehearsing performers for Assemblies and College Events

• Coordinating with Curriculum Areas and House Leaders for House Events and whole school activities.

• To enhance the profile of College Performing Arts Program and develop strategic plan to do so

• Encourage out of school performances by students to enrich their performance experiences and bring live performance into the College.

• Create an environment of support in the College that will encourage students to participate in the Performing Arts

• Coordinate and initiate lunch time activities

• To be responsible where necessary for budgets associated with the role and to be responsible for asset management in accordance with College processes.

• Liaise with the Business Manager regarding enrolments and payments.

• Provide evaluation of College performances and make recommendations on curriculum and resource matters to Curriculum Area Leaders.

• Any other related duties as required by the Principal.

Time in Lieu considerations

As part of this role, there will be time required outside of regular working hours for rehearsals and productions. 

All Time in Lieu applications are to be negotiated with the principal as part of the organisation of production events and at least 6 weeks out from events being held. 

The main focus of this position is to manage and develop the intra and inter school sport program. This includes but is not limited to:

• Provide guidance, leadership and support for staff involved in school sport activities

• Ensure procedures and policies are adhered to including maintaining all documentation for excursions and incursions

• Organise staff to coach interschool sports teams and assist staff to organise and run training sessions

• Manage the booking of buses, venues & referees / umpires

• Convene sports as required for the district (booking grounds and umpires)

• Organise & run the Swimming, Athletics and Cross Country

• Purchase equipment / uniforms for competition / trainings and organise equipment and first aid bags for competition

• Maintain an up to date Sports Notice Board

• Attend District and Zone meetings and liaise with other Schools and their  staff to organise sporting events

• Manage the selection of swimming, cross country and athletics teams for district events

• Collect and monitor interschool sport student participation data and ensure adherence of all staff and students to the College Policy

• Promote sport and bring efforts of students to the attention of the school community

• Promote the benefits of physical activity

• Provide opportunities for students to provide feedback on the sports program

The focus of this position is to provide support to all students enrolled in the college who are in Out of Home Care. Duties include but are not limited to:

• Maintaining all records of students in OoHC at the college

• Developing Individual Education Plans for all OoHC students at the college in conjunction with the students and their carers and appropriate teachers

• Supporting teachers of OoHC students to make accommodations that enable these students to actively engage in education

• Liaise with Lookout centres and other agencies as needed to support these young people

• Act as advocate and key contact for students in OoHC

• Attend House Leadership meetings as appropriate 

The focus of this position is to support students at the college who identify as Aboriginal or Torres Strait Islander peoples as well as to support all students and staff at the college to better incorporate ATSI perspectives into the teaching and learning and extracurricular programs. Duties will include but are not limited to:

• Maintaining all records of ATSI students at the college and meet semi regularly with these students either as a group or individually

• Developing Individual Education Plans for all ATSI students at the college in conjunction with the students, their parents/carers and teachers

• Hold termly Student Support Group meetings with these students, parents/carers and teachers to support achievement of their IEP goals

• Support teachers of OoHC students to make accommodations that enable these students to actively engage in education

• Support all teachers to identify where and how to incorporate Aboriginal and Torres Strait Islander perspectives in their teaching and learning programs

• Oversee and support the organisation of celebrations for key dates in the ATSI calendar including National Sorry Day, NAIDOC week, National Reconciliation week (Including MABO day), National Aboriginal and Torres Strait Islander Children’s day.

• Liaise with local Aboriginal education groups to further support the implementation of the Marrung strategy at Heathmont College

• Attend House Leadership and Curriculum Committee meetings as appropriate

• Act as advocate and key contact for ATSI students at Heathmont College

Time in Lieu consideration

Part of this role will involve organising events outside of regular working hours. these events will occur only semil regularly however, any attendance required beyond 5 hours in any term will attract Time in Lieu. The application for this TiL must be negotiated as part of the organisation of these events with the principal. 

The central function of the Diversity and Inclusion Coordinator role is to ensure that the social and educational services of the school are available to students with impairments or disabilities. The role involves the support of individual students, a supervisory and support role with Classroom Support staff  and the development of programs to ensure that the school experience for students with impairments or disabilities offers challenge, opportunities and choices. 

The Disability and Inclusion Coordinator reports directly to the Assistant Principal: Engagement, Inclusion and Equity. Duties of the role may include but are not limited to:

• Ensure appropriate documentation is kept and distributed as needed for all students identified as experiencing impairment or disability. 

• Work closely with the education support staff, curriculum leaders, and classroom teachers to modify the content and processes used in classes and across the school to provide an appropriate learning environment for all students.

• Work individually with students using a range of approaches including team teaching with classroom teachers, Preparing special programs to develop particular skills, tutoring, and classroom observations and support of students. 

• Convene and act as a consultant or Principal's nominee at Student Support Group meetings. 

• Remain up to date with current developments in the area of disability and inclusion.

• Coordinate and support the Classroom Support Staff, including timetabling, training, and consulting.

• Liaise with Daily Organiser to arrange staff replacement arrangements as necessary.

• In consultation with the Principal team, source and develop professional learning experiences for education support staff and teaching staff. 

• Make initial contact with new to the school parents of students with a known impairment or disability to organise a preliminary meeting focused on identifying student needs. 

• Liaise with other agencies and schools to provide all required services and arrange as necessary (will include organising additional support such as OT, transport, etc.)

• Take an independent role in administering the Divesity and Inclusion Program, including writing submissions, supervising equipment and reporting to school council and the Principal. 

• Promote the Diversity and Inclusion Program within the School, in the community and in the wider educational community. 

The Instrumental Music Program Leader’s role includes duties as decided by the Principal in consultation with the Program Leader. These duties include:

Program Enrolment and Expansion:

• Enrolment and program promotion (with an aim to increase student enrolments by at least 10% each year) make provision for students with special learning needs.

• Attend and promote program at college transition events including Year 7 Barbeque, Year 7 Parent Information Night, Subject Selection Evenings

Event Organisation:

• Coordinate equipment setup for audio and sound at college events

• Organise and run all Instrumental Music Incursions, excursions and Camps

• Support student’s involvement in external events

• Organise performances for major College events as required, including Open Nights

• Participate in the College Musical as Musical Director with extra duties including:

  • • arrangement of music

    • running of weekly rehearsals for soloists, ensembles and instrumental students

    • student supervision

    • running a sitzprobe  - What is this?

    • attending/running full day rehearsals/weekend rehearsals/holiday rehearsals

    • assisting in other areas of the Production where needed

Coordination of ES Staff:

• Coordinate and mentor IM staff including supporting staff through their PDP.

• Assist IM staff in communicating to parents, carers and students

• Assigning day to day duties to IM Staff

• Organising PD opportunities for IM staff

Other Duties:

• Maintain and follow up student attendance

• Maintain an inventory of equipment, ensure equipment is kept in good order and order new equipment/repairs when necessary follow procurement legislation.

• Ensure OH&S requirements are met for all events/excursions/incursions etc.

• Contribute monthly to the College Newsletter

• Run Instrumental Music Staff Meetings

• Update and organise the servicing of instruments and resources

• Maintain program budgets

• Maintain the Instrumental Music Department and teaching spaces

• Any other related duties as required by the Principal

Time in Lieu considerations

As part of this role, attendance at music evenings and information nights may be required beyond regular working hours. Time in Lieu will be provided as per VGSA 2022 but must be negotiated with the principal as part of the organisation of such events. 

The focus of this position is to lead and monitor supports for high ability students to extend and ensure that they are achieving learning growth in step with their potential for such growth. There is also an expectation that the training provided by DET will support the HAPL to enhance teacher practice in the teaching of high ability students. This includes but is not limited to:

• Identify through existing and future data supports, high ability students within each cohort across various domains (focus on literacy and numeracy but also other areas such as performing and visual arts and sports). Use this data to assign students to various programs and opportunities as appropriate. 

• Collect information regarding identified students that will support teachers to more effectively teach them and provide this information as needed to teaching and wellbeing staff. 

• Support and contribute to the student coaching program for HA students, liaise with AP (coaching and staff development) with regard to this. 

• Liaise with student engagement and wellbeing staff as needed to support individual students and identify opportunities for group based sessions (eg. dealing with perfectionism, managing performance anxiety, etc. etc.)

• Seek further opportunities for student enrichment, challenge and enjoyment (e.g. DET High ability activities and programs, Tournament of Minds, Debating, Coaching and Mentoring, and Leadership programs)

• Pursue ongoing professional development related to teaching gifted and high achieving students and provide such opportunities for teachers through avenues such as workshop weeks and curriculum days. 

• Lead the Excellence & Enrichment Program team and manage the administrative details of these programs including monitoring the VHAP portal and communication with students and families

• Obtain feedback from identified students as to their learning progress and their satisfaction with programs that they are involved in, including the EEP program. 

• Regularly report to the Curriculum Committee regarding the progress of the Excellence and Enrichment program

• Liaise with the Wellbeing team, Year Level Coordinators and House Leaders to monitor student wellbeing

• Conduct an evaluation of the Excellence and Enrichment Program on a yearly basis

• Oversee and evaluate the continuation of students in the EEP Programs at VCE 

Oversee MYLNs and TLI programs in the college for both Numeracy and Literacy. 

includes timetabling, professional development organisation, program design and implementation.