Junior School Coordinator in Sydney

Kensington Community School (KCHS) is a small secondary school with the capacity to enrol approximately 100 students across 5 classes between years 7 and 12. KCHS is a special-purpose setting designed for the inclusion of young people who have experienced difficulty in their previous educational settings. The school specialises in providing significant learning and wellbeing supports for the needs of these students.

The school's ethos is centred on five key values: Community, Achievement, Respect, Effort and Safety (CARES). Working collaboratively, staff and students have developed specific expectations for each value that are the basis of teaching and learning, with participation in and around the wider community. In our school, we endeavour to build positive relationships between adults and our young people so that they might flourish and realise their potential.

To facilitate these relationships, we run smaller class sizes and utilise co-teaching to ensure our students' learning and wellbeing needs are fully supported. Pastoral teachers and education support staff assist young people to set personalised learning goals based upon their passions or interests. Staff strive to enable student voice, encouraging young people to exercise as much choice as possible in their learning.

Pastoral teachers also ensure that the teaching and learning program meets the standards of the Victorian Curriculum F10, enabling the reporting of student achievement against the achievement standards. At Year 11 & 12, the school offers the VCE Vocational Major (VM) or the Victoria Pathways Certificate (VPC), formerly known as VCAL for students. From year 10, students complete a VET course as part of their VM or VPC studies.

The wellbeing of every student at KCHS is our highest priority. The KCHS wellbeing model is a multi-tiered system of support, implementing early identification and intervention strategies that utilise high-impact, evidence-based pedagogical and wellbeing practices. This ensures every student receives the appropriate level of support, instructional intervention, and adjustments to be successful.

Through the School-Wide Positive Behaviour System (SWPBS), the school creates positive relationships to provide opportunities for our students to develop connections with their communities and an understanding of the world around them. We commit to providing accessible, authentic, and ongoing learning for all within our school community.

The school is currently beginning the implementation of the Berry Street Education Model (BSEM), a trauma-informed practice approach to student-centric learning and wellbeing. BSEM promotes wellbeing in the school and supports teachers to meet the individual needs of each student.

We are seeking exceptional educators and support staff to join our highly professional and dedicated team to transform learning and wellbeing. If you believe that an innovative approach is needed to engage students and improve outcomes, while better preparing them for a rapidly changing world, then I encourage you to apply to join our dynamic team.

Selection Criteria

• 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.
• Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs.
• Demonstrated ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives.
• 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.

Responsibilities

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities.
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school.
• Teaching demonstration lessons.
• Leading and managing the development of the school's assessment and reporting policies and practices.
• Contributing to the overall leadership and management of the school.

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.

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.