INCLUSION - LEADING TEACHER 3 - SECONDARY

SCHOOL PROFILE

VISION

'Together at Laverton P-12 College we nurture our students through learning and encourage our students to actively participate in and contribute to an ever changing and diverse community with respect, responsibility and fairness¿

MISSION

Laverton P-12 College¿s mission is to `to provide students with the best possible foundation in life through a well-rounded education.¿

VALUES

Our school values of Learning, Belonging, and Succeeding underpin all that we do at Laverton P-12 College. ¿

We continually connect these values to the teaching and learning programs and they are relevant across all stages of the learning continuum. Our values underpin a cohesive coordinated structure that enhances the well-being and learning opportunities for every student.

COLLEGE SUB SCHOOL STRUCTURE

At Laverton P-12 College, we're committed to a culture of success and growth. We hold ourselves to high standards, seeing learning challenges as opportunities for personal and academic development. We empower students to take charge of their learning, fostering resilience and future-focused thinking.

As educators, we're curious about our impact on student learning and the world around us, engaging in ongoing evaluation and seeking ways to contribute positively to our community. Together, we create an environment where every student can thrive and reach their full potential.

WORKFORCE

The College staffing profile consists of approximately 120 staff members; including 5 Principal class, 11 Leading Teachers, 3 Learning Specialists, 57 teachers, 32 Education Support Staff and 2 Paraprofessionals.

The College has invested heavily in building the professional knowledge of our staff and working collaboratively in teams to support the needs of our students.

ENROLMENT

The College has an enrolment of over 700 students across Foundation to Year 12. The community comprises of diverse family backgrounds, with 48% of students speaking languages other than English at home and a high proportion of students coming from the Karen, Pacific Islander and Middle Eastern communities.

FACILITIES

Our College facilities and resources ensure that students are provided with an optimal learning environment and include a Performing Arts Centre, a fully equipped VET Hospitality centre, an Engineering workshop, Gymnasium, landscaped gardens, primary and secondary ovals, multiple netball and basketball courts, an undercover synthetic area for play and a beach volleyball area. Each classroom has TV technology and our students can access notebooks and iPads.

LOCATION

Laverton P-12 College resides within the western suburbs of Melbourne in the local area of Hobson's Bay.

SIZE AND STRUCTURE

The school is comprised of seven permanent buildings and two relocatable buildings, providing a range of specialised learning spaces, including a gymnasium, performing arts centre, instrumental music rooms, a state of the art food technology kitchen and cafe, practical science rooms, technology and engineering spaces, and a well-resourced College library.

SC1      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.

SC2      Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3      Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4      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.

SC5      Demonstrated ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

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.

• be an advocate and champion for students with a disability or additional needs
• work with school staff to implement strategies for supporting the education of students with a disability or additional needs
• support the Assistant Principals, as required, in ensuring the school meets DET obligations for students who are required to have an Individual Education Plan (IEP)
• collaborate with external support agencies, as required
• promote a culture of high expectations and aspirations for the learning of students with a disability or additional needs
• embed evidence-based inclusive education and human rights obligations into school policies
• act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with a disability or additional needs
• be the lead contact for Disability Inclusion within the school, for example with the Disability Inclusion Regional Implementation Team
• promote the implementation of all elements of Disability Inclusion at the school
• ensure Disability Inclusion profile meetings are booked for all students who require profile meetings
• where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) contribute to Disability Inclusion profile meetings
• support the relevant Assistant Principals to ensure the establishment of Student Support Group (SSG) meetings for all students who may benefit from a Disability Inclusion profile meeting
• build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs
• deliver whole school professional learning to promote inclusive practices
• undertake classroom observations to support teachers in the provision of curriculum and appropriate learning activities for Tier 2 and Tier 3 students
• organise professional learning and support for teachers to effectively adjust/modify the learning program to meet the needs of Tier 2 and 3 students
• providing P-6 wellbeing and SWPBS support as needed

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.

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.

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.  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

OTHER INFORMATION FOR TEACHERS

All applicants must have a personal profile on Recruitment Online and ensure that it is up to date including VIT registration status.  Applications should also be lodged on Recruitment Online to ensure that notification of outcomes is delivered to a current email address.  To commence work at Laverton P-12 College the successful applicant must have current registration with VIT.

Where more than one vacancy has been advertised, that includes one or more of the same subject/duties, e.g. Mathematics / Science, Mathematics / Science / VCAL etc , it is not necessary to submit more than one set of hard copy applications as you will be considered for both/all similar vacancies.

Applications must include:

1. A specific response to each of the key selection criteria and position details. It is suggested that applicants limit their response to no more than 6 pages.
2. A Curriculum Vitae with a summary of experience and qualifications.
3. The names and contact details of up to three professional referees who can provide information regarding the applicant in relation to the key selection criteria.
4. If the applicant is not an Australian Citizen all visa documentation must be attached.
5. The panel reserves the right to request additional referees other than those listed.

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.