AddressThe Schools and Regional Services (SRS) Group is the face of the department across Victoria. Successful outcomes for children and young people are at the centre of everything we do.
There are Regional and Area teams in locations throughout the state. The Area teams lead our place-based approach to service delivery and are responsible for managing this delivery through our schools and early childhood providers in local communities right across Victoria.
SRS provides an interface between the department's central office and our service providers, ensuring that policy intent and outcomes are delivered on-the-ground.
SRS promotes and supports partnerships across our system, regional early childhood services, schools and other education providers to deliver high-quality services and outcomes.
SRS has a strong focus on driving operational performance, accountability, workforce leadership and policy implementation.
Teaching, Learning and School Performance Sub-groupThe Teaching, Learning and School Performance sub-group is led by the Assistant Deputy Secretary and has two divisions:
· Curriculum and Teaching Practice Division: responsible for providing curriculum, teaching and learning policies, processes, services and resources to government schools; and
· School Performance Division: responsible for the frameworks and programs relating to government school performance and priority programs that support improved school performance.
The subgroup is often required to provide surge capacity to support emerging priorities.
It works with other key areas of the department, including Policy Strategy and Performance, School Education Programs and Support, the Victorian Curriculum and Assessment Authority (VCAA) and the Victorian Academy of Teaching and Leadership (the Academy) on matters related to curriculum, teaching, learning and school performance.
School Performance DivisionThe School Performance Division has two branches:
· The School Performance Branch leads state-wide coordination of frameworks and initiatives for improving the performance of government schools. This includes overseeing the Framework for Improving Student Outcomes 2.0 and associated processes including School Strategic Plans, Annual Implementation Plans and School Annual Reporting, school reviews, and key programs including the ISS initiative
· The Priority Programs Branch leads initiatives targeted to priority initiatives that support improved school performance. This includes the Tutor Learning Initiative, Middle Years Literacy and Numeracy Support, the Student Excellence Program and a range of other targeted programs, including Professional Learning Communities.
SC1Leadership
Demonstrated capacity to create a shared vision, define and gain acceptance of goals and set and communicate expectations for effective performance. Holds a strong understanding of the organisational context and vision and acts accordingly.
SC2 Primary or Secondary School Expertise
Demonstrated capacity to effectively manage and lead within a Primary or Secondary school setting as well as detailed knowledge of school structures, enablers and barriers associated with the setting.
SC3 Teaching, Learning and Wellbeing Improvement
Demonstrated ability to improve the quality of teaching, learning and wellbeing and create a positive culture of challenge, support and collaboration. Demonstrated capacity to produce and implement clear, evidence-based improvement plans and policies and lead innovation and change.
SC4 Coaching and Mentoring
Demonstrated capacity to coach and mentor staff with a focus on continuous improvement. Motivates staff to achieve high standards to support complex school communities and realise the potential of all students.
SC5 Stakeholder Engagement
Demonstrated expertise establishing and maintaining relationships with a range of stakeholders including regions, schools, external suppliers and corporate DE. Ability to resolve stakeholder issues and conduct difficult conversations, as required. Identifies and finds innovative solutions to respond to stakeholder's underlying needs.
SC6 Written and verbal communication
Demonstrated capacity to write and edit written communications, such as complex letters, emails and reports using clear, concise, and grammatically correct language. Ensures communications contain the information necessary to achieve their purpose, using appropriate style and formats. Advanced facilitation and presentation skills, able to deliver key messages to different audiences effectively.
Experienced Principals are invited to apply to join the new $33 million Intensive School Support (ISS) initiative as ISS Team Leaders, based in central School Performance Division. One Team Leader will have responsibility for primary settings, the other will have responsibility for secondary settings.
The ISS initiative will provide customised and direct intervention to support schools facing complex circumstances or requiring surge capacity due to natural disaster or other crises.
The ISS initiative builds upon and refines the most effective components of the Turnaround Teams (Leadership Partners) initiative, introduced in 2018 as part of the Differentiated Support for School Improvement (DSSI) program.
Two ISS Team Leaders will provide key oversight, quality assurance and monitoring of the ISS initiative by working with a range of stakeholders including regional staff, schools, external suppliers and corporate DE staff.
ISS Team Leaders will be responsible for consistent and effective implementation of the ISS school diagnostic process that will produce Intensive School Diagnostic reports and school improvement plans that mobilise regional ISS staff to deliver interventions. This will involve training of improvement experts, quality assurance and monitoring, and support for ISS regional staff (12 ISS Senior Leaders and 17 ISS Leading Teachers),
ISS Team Leaders will apply their significant expertise and knowledge of school improvement and leadership to facilitate cross-regional ISS staff forums to monitor intervention progress and share insights. Additionally, ISS Team Leaders will use their well-developed coaching and mentoring skills to support regional ISS staff delivering school interventions.
ISS Team Leaders are Executive Class roles reporting to the Director, School Performance Branch, School Performance Division, and will be based at 200 Victoria Parade, East Melbourne with the flexibility for hybrid working.
The ISS Team Leader responsibilities include (but are not limited to):
· leading structured twice-termly primary and secondary focused meetings for the ISS regional workforce to promote cross-regional collaboration and sharing of insights from Diagnostic Reports and School Improvement Plans.
· building the capability of the regional ISS workforce through coaching and mentoring.
· oversight of external school improvement experts, including conducting training, appraisal meetings and quality assurance of deliverables (Diagnostic Reports and School Improvement plans).
· attending schools, to conduct or contribute to the Intensive School Diagnostic process and design of the School Improvement Plan.
· monitoring and reporting regularly on ISS implementation progress, including highlighting risks and mitigation strategies.
· collaborating closely with regional colleagues to support cultures of challenge, collaboration and continuous improvement and liaising with the central Secondary School Unit to ensure a partnership approach in delivering the ISS initiative.
This role is open to all classifications.
Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.
The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- 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
Applying for the position
Applications should address the selection criteria provided above and include a curriculum vitae, providing the names and contact details of three confidential referees.
Applications are to be submitted via Recruitment Online: Careers (eduweb.vic.gov.au).
Further Information
Prospective applicants may contact the Director, School Performance Branch for further information about the role:
Mel Quin, Ph: +61 3 7022 0774 or 0417 552 ***.
Please note there are 2 roles available.
- 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
