At Thornbury High School, we are proud of what we do every day to champion innovation, inclusiveness and academic excellence. Through our extensive academic and extra-curricular programs we aim to foster and inspire a new generation of respectful and resilient young people ready to face a rapidly-changing world.
In 2017, the school’s enrolment is approximately 1000 students, with another 65 international students from China and Vietnam further enriching the school’s standing in the international education community.
The school has 3 Principal class, 79.6 equivalent full time teachers and 24 Educational Support Staff working together to achieve the vision outlined in the school’s new strategic plan, the central tenets of which are:
high academic expectations and standards
a safe and secure learning environment
a wide-range of opportunities for students to pursue individual and collective aspirations
Thornbury High School values diversity in all its forms and models this in its day-to-day practices. The benefits of this are evident in the deep pride and sense of belonging within our school community.
VCE median study scores have ranged between 28 & 29 over the last 5 years and is an area the school believes we can continue to improve. Our results in finding post school pathways for senior students remain above the state median. The school continues to implement key teaching and learning strategies such as the Thornbury Lesson Model through our reinvigorated Performance and Development Program. Teacher effectiveness is enhanced through the examination and use of student data, a peer observation protocol and the sharing of expertise across the school.
The following programs are in place to both extend and support students:
High Achievers program (Concept, based on MYP International Baccalaureate – Middle Years Program) in years 7, 8 and 9
Literacy intervention programs at years 7, 8 & 9;
Numeracy withdrawal program at year 7;
Acceleration and extension programs in Maths and Science; and
Student attendance rates have been well above the state median. We believe that a mixture of an engaging curriculum, genuine opportunities for student voice and strong accountability are the keys to even further improvement in attendance.
The school also conducts its own student-led annual bullying survey which has contributed to the development of a very safe and secure learning environment at the school. The practice of providing feedback to students on this data has proved invaluable as a way for students to have an input into improvements in the school.
Selection CriteriaSelection Criterion 1:
Demonstrated high level understanding of initiatives in student learning including the Standards, the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of these areas.Selection Criterion 2:
Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learningSelection Criterion 3:
Demonstrated high level 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 learningSelection Criterion 4:
Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the schoolSelection Criterion 5:
Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacityLocal criterion:
Demonstrated commitment to the philosophy and practices of Thornbury High:
building a culture of academic expectation and achievement
encouraging high levels of student respect through firm but fair discipline
strongly supporting extracurricular activities
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.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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
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 programs provided.
Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx -