MS002B-1
Updated 02/14
POSITION DESCRIPTION
BAND B-1
SECTION A: GENERAL INFORMATION
Position Title:
Position Focus:
Classification:
Location:
Period of Appointment:
Coordinator
Fraction of Time
1.0
TEACHING AND LEARNING – HUMANITIES & SOCIAL SCIENCES
Band B-1
PORT AUGUSTA SECONDARY SCHOOL
From 28/01/2016
To 20/01/2021
CONTEXT OF THE POSITION
The Department for Education and Child Development (DECD) is entrusted by the South Australian
community to work together with young people and their families to lead and deliver high quality public
education and care.
DECD is a diverse organisation made up of local school, preschool and care communities that are
open to all. Schools respect the local ethos, culture, history, vision and values within their own distinct
community, providing all students the opportunity to excel.
The school context is defined by the Governing/School Council constitution, the School Context
Statement, Site Improvement Plan, Annual Reports and other planning documentation. The School
Context statement and other general information about the school is available on the school’s website.
Click here to add any critical local context information (max 100 words)
Statistics Relevant to the Position and Location
Index of Educational Disadvantage:
2
Total Student Enrolment (Feb approx.):
600
Total Teaching Staff (Feb approx. FTE.):
50 (including 16 leaders)
SECTION B: ROLE DESCRIPTION
POSITION OF BAND B-1 (COORDINATOR)
The position is classified as Band B-1 (Coordinator) by virtue of the requirement to manage specific
school programs or functional areas in schools. Refer to Table 3 in Schedule 5 of the 2012 Enterprise
Agreement for further clarification.
School Leader Band B-1 is the entry level to the leadership positions.
Typically a School Leader Band B-1 will be responsible for the effective leadership of an aspect of the
school's educational programs and/or operation.
Work Level Definitions
Required Knowledge and Experience
- Demonstrates an in-depth knowledge of a specific area of expertise with some awareness of
the relationship to other areas of expertise
- May have minimal prior experience in educational leadership
Autonomy
- Works under limited direction
- Uses professional judgment within the area of responsibility within the framework of the
school's strategic plan, policies and budget
Responsibility and Accountability
- Responsible for specific school programs or functional areas
- Supports the overall management of the school through participation in policy formulation and
decision making
Working Relationships
- Reports directly to the principal or a school leader at a higher classification level
- Supports a small team of people within the area of responsibility
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May provide direct performance and development support for some staff
Role Diversity
- Undertakes a diversity of tasks within the area of responsibility
Complexity in the Role
- Primarily undertakes duties of a routine nature within area of responsibility mostly using
established principles, practices and procedures
- Focus of the role is on effective management within the area of responsibility
- Implements improvements in close cooperation with a leader at a higher level
Resource Management
- Typically manages the budget, and may be consulted regarding the staffing and facilities,
relating to the area of designated responsibility within the framework of the school's strategic
plan, policies and budget
Strategic Outcomes Required
- Supports the strategic directions of the school by implementing agreed strategies in the area
of responsibility
General Requirements
All DECD employees are expected to uphold the Code of Ethics for the South Australian Public
Sector. Note: A copy of the code and related information for DECD employees is available at:
http://www.decd.sa.gov.au/hrstaff/default.asp?id=40762&navgrp=361
Employees have a responsibility to ensure they are aware of, properly administer and comply with all
legislation and regulations relevant to the performance of their duties and/or their role including equal
opportunity and relevant workplace health and safety legislation and related departmental
responsibilities and procedures, including child safety.
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Summary of Key Responsibilities
School leaders have specific designated areas of assigned responsibility.
School leaders may carry out teaching duties pursuant to the conditions of the Enterprise Agreement.
(Brief role description – 5 dot points or less)

Lead the Humanities faculty team in the development, delivery and continuous improvement
of programs which improve teaching and learning in all components of the Humanities and
Social Sciences curriculum Years 8-12.

Lead the process of collaboratively documenting all yr. 8-10 Humanities and Social Sciences
programs and faculty plans in alignment with the Australian Curriculum requirements, the
Teaching for Effective Learning (TfEL) Framework and school strategic priorities including
literacy development.

Provide support for all Humanities and Social Sciences SACE teachers and students to
ensure all SACE assessment and reporting requirements are met and teaching programs are
documented and continuously improved.

Provide leadership and performance development support for the Humanities and Social
Sciences faculty team in the development of methodologies which promote student thinking,
engagement and learning for all students including the collection and appropriate use of data.

Contribute towards school improvement and strategic priorities through membership of the
Leadership team and other consultative groups.

Other duties as may be required by the principal from time to time
Reporting/Working Relationships

Responsible to and answerable to the principal

Reports directly to their designated performance development manager.

Supports a team of approximately 8 teachers within the area of responsibility.

Provides direct performance and development support for approximately 6-8 staff.

Is a member of school Leadership team.

Works collaboratively with the Administration team, other coordinators, parents, teachers,
students and key school teams including the Aboriginal Education team, Youth Engagement
team, Industry Pathways and Special Education.

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Specific Requirements
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For a Deputy Principal Position:
 Provides leadership and management across the school.
 Deputises for the principal in his / her absence.
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SECTION C: RESULTS TO BE ACHIEVED
School leaders are required to provide both leadership and management in a school, an alliance or
cooperative of schools, or a unit attached to a school.
Statement of Key Outcomes
(Group into major areas of responsibility/activity (with headings if preferred))

Yr 8-10 Humanities and Social Sciences programs are documented and aligned with the
Australian Curriculum requirements, the Teaching for Effective Learning Framework and school
priorities.

All Humanities and Social Sciences SACE programs are documented and aligned with the SACE
reporting and assessment requirements.

The faculty is supported through the effective implementation of the schools Performance and
Development policy ensuring the delivery of high quality teaching practices that reflect
documented programs and school priorities.

The Humanities and Social Sciences faculty develops a team approach towards continuously
improving teaching and learning approaches including:
- Classrooms reflect a positive learning culture.
- Quality teaching strategies are used that promote student thinking and engagement.
- Differentiation of the curriculum is used to assist identified learners.
- School priorities including Literacy are explicit in programs, assessments and classrooms.
- The use of ICT is explored and implemented to maximise learning outcomes.
- ILP’S and NEP’s and key data sets are developed and used to assist identified learners.

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SECTION D: PERSON SPECIFICATION
ELIGIBILITY
Appropriate check box (external or internal) must be selected
☒Externally advertised positions
Applicants do not need to be currently employed in DECD. However, applicants must be either
currently registered or able to be registered to teach in South Australia, and meet DECD’ minimum
employment requirements before taking up an appointment.
Minimum DECD requirements include:

Recognised teaching qualifications and registration as a teacher in South Australia;

an active on-line application in the Employable Teacher Register (ETR);

a cleared DECD Employment Declaration;

Australian residency or current work permit;

Reporting Abuse and Neglect training; and

an approved First Aid certificate.
NOTE: For positions with a period of appointment of 12 months or less the minimum DECD
requirements above must be current at the time of lodging the application.
At the conclusion of a term of appointment:

permanent DECD employees will be placed according to the terms of their substantive
appointment and the policies in operation at the time;

employees originally from other public sector organisations with a right of return, will be
managed according to the provisions of the Public Sector Act 2009 (SA) and any applicable
public sector determination or policies;

applicants who are not permanent employees of DECD do not hold placement rights with
DECD at the conclusion of the appointment.
DECD is an equal opportunity employer.
☐Positions of 12 months or less advertised internally at the site
Commences in the current year:
Applicants must be in a permanent, PAT, TPT or temporary (contract) position (not TRT) at this
worksite during the period for which applications are being accepted for the position.
Please note: If a teacher in a temporary appointment at the site is the successful applicant for a
position that extends beyond the term of their original appointment to the school, the original
appointment will not be automatically extended.
Commences in the following year:
Applicants must have a guaranteed placement at the worksite at the beginning of that school year.
Teachers who are currently in a temporary position or TRT role in a school are not guaranteed a
teaching position in that school for the following year. These teachers cannot apply for leadership
positions being advertised internally with a commencement date during the following year.
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SELECTION CRITERIA
In addressing these criteria, it is essential that applicants provide evidence which demonstrates their
personal skills and abilities, knowledge and experience.
These should be developed with reference to the role statement and school’s context statement.
Essential Requirements
(Maximum of 6 criteria)
Personal Skills and Abilities


Ability to establish effective collaborative working relationships with students, parents and
staff.
Ability to lead curriculum improvement processes including the collaborative development of
high quality faculty plans and programs. f
Knowledge

Working knowledge of relevant Humanities and Social Sciences curriculum frameworks and
DECD policy and practice which promotes successful learning outcomes for all students.
Experience (including community experience)


Experience in developing initiatives/programs collaboratively with successful outcomes for
students
Experience in leading teams of staff.
Desirable Requirements
(Maximum of 2 criteria)
Desirable requirements will only be used as a final determinant in distinguishing between applicants
who have otherwise met all the essential criteria to an equivalent degree.

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APPLICATION
Appropriate check box (full or modified) must be selected
☒Full Application
The length of the written application and CV should each generally not exceed 1,500 words. (Refer to
Merit Instruction 5 http://www.decd.sa.gov.au/hrstaff/pages/recruitment/meritdocs/)
☐Modified Application (for positions of 12 months or less)
Provide details re application, CV and referees
Click here to enter text.
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