Mansfield Secondary College is set amongst the dramatic landscapes of Victoria’s High Country. Rugged mountains, rolling snow plains, rushing rivers, gentle lakes and sweeping grasslands make for an ever changing, ever lovely backdrop. Inspiring views are just the start. Four distinct seasons and varied terrain means that life is lived to the fullest outdoors.

The district is renowned for its natural beauty and alpine mountains. Situated less than two hours, or 180kms, north east of Melbourne, our municipality covers 3,843 square kilometres. Our Shire is home to significant landscape features including Mt Buller, Mt Stirling and the Great Dividing Range. Natural environment features within are the Alpine National Park and Australia’s second largest in-land waterway – Lake Eildon, into which five major river systems (Delatite, Howqua, Jamieson, Big and Goulburn) flow. The valleys of the Howqua, Delatite and Goulburn Rivers are also significant landscape features in our Shire.

Tourism, agriculture and lifestyle living underpin the viability of this unique, picturesque and desirable location together with a diverse range of commercial and service sectors.

 College Vision

A dynamic learning environment where the whole community takes responsibility in preparing for the future.

College Values

The College is committed to a Positive Behaviours program, which aims to encourage student performance and lift engagement by explicitly teaching desired behaviours and using all opportunities to reward student efforts and performance. The program underpins an evolution of a school culture which is based on mutual respect.

Curriculum

Year 7 students study a common curriculum covering domains as outlined in the Victorian Curriculum. To aid transition, experienced staff work with students to develop student’s knowledge and skills and to help socialise them into a new environment.

Junior School students (Years 7-9) select individual electives, which enable them to develop their particular skills, talents and interests.

Senior students, (Years 10-12) can elect alternative pathways by selecting from a broad range of Victorian Certificate of Education (VCE) units or undertake the Victorian Certificate of Applied Learning (VCAL). The College is recognised for successfully linking these studies to Vocational Education and Training (VET) and Australian School Based Apprenticeship programs.

Career Action Plans provide all students with additional assistance and support. An extensive enrichment and support program is also offered. Programs include instrumental music (tuition and performance), house and interschool sport and vocational education.

Extension activities in each learning area include enrichment activities, accelerated learning, competitions, College musical and excursions (including overseas). Further support is provided in literacy and numeracy. Additional help is available to students who need to develop their organisation and work habits.

Close proximity to Mt Buller enables the College to provide a snow sports program which is conducted throughout third term. Mansfield Secondary College has consistently won or been placed high in Victorian and National Snow Sports School Championships.

The College has an annex at Mt Buller which allows students to study a unique curriculum program while also participating in concentrated snow sports training. The program is also open to students from other schools.

A system of personal learning groups or pursuit groups and houses provides students with a sense of belonging.

The Student Leadership program provides opportunities for students to share in the decision making of the College. Senior students are encouraged to undertake leadership roles in the, houses and sports teams. The school captains also represent the student body on the School Council along with 2 other elected student members.

Priority is given to recognise and celebrate student academic, sporting and cultural achievements. The Duke of Edinburgh Award program commenced in 2002 and is part of the Adventure Challenge unit in the junior school. The program includes CFA training.

The College is recognised for its unique and ground breaking Agribusiness Program which has been awarded the NAB – Schools First 2010 and the Victorian Education Excellence Award - 2011 Partnerships with Parents and Communities Award.

College teachers and staff

The relatively small size of the College enables staff to extend additional support to individual students and to create an enriched learning environment. Counselling and support is provided for students from a range of professionals including Year Level Co-ordinators, social workers, psychologists and a school nurse.

Strategic Plan

The College Strategic Plan aims to improve student learning and engagement, teacher education and facilities. The Strategic Plan is available at the College website.

Facilities

The College boasts a recently built language centre, music centre and hospitality centre, and in Term 1, 2019 we opened our new STEM Building, with the stage two extension to this facility in the planning phase. The College also enjoys a modern library and recently refurbished administration area. We have extensive information technology facilities, science laboratories and spacious and attractive grounds.

SC1 Demonstrated knowledge of the relevant curriculum, including the capacity to incorporate the teaching of literacy and numeracy skills. Demonstrated capacity to respond to student learning needs.

SC2 Demonstrated capacity to implement high impact teaching strategies, guided by how students learn, and evaluate the impact of learning and teaching programs on student learning growth.

SC3 Demonstrated capacity to monitor and assess student learning. Demonstrated capacity to use data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4 Demonstrated interpersonal and communication skills. Demonstrated capacity to establish and maintain collaborative relationships with students, parents, colleagues and the broader school community to support student learning, wellbeing and engagement.

SC5 Demonstrated behaviours and attitudes consistent with Department values. Demonstrated capacity to reflect upon practice and engage in professional learning to continually improve the quality of teaching.

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.

Core responsibilities include:

- Planning and implementing a range of teaching programs or
courses of study

- Teaching an area of the curriculum or a general curriculum to a
year level

- Monitoring, evaluating and reporting student progress in key
learning areas

- Implementing strategies to achieve targets related to student
learning outcomes

- Maintaining records of class attendance and recording student
progress

- Implementing effective student management consistent with the
school charter.

- Working with a mentor to participate in professional development
planning, implementation and reflection developing a professional
portfolio

Additional responsibilities may include but are not limited to:

- Supervising a range of student activities including support and
welfare programs

- Contributing to a range of co-curricular programs

For the purpose of the Teacher Graduate Recruitment Program, graduate applicant eligibility is defined as a four-year trained qualified teacher who has completed all course requirements and graduated within the last four years; and not employed as a teacher by the Department at the time of the commencement of the advertised vacancy. Applicants must also be currently registered or eligible for registration with the Victorian Institute of Teaching.

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

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

• 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