Address Job Description
Location: Melbourne | Eastern Metropolitan
Job type: Full time / From 15/04/2024 - 31/12/2026
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1404613
Selection Criteria
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.
Role
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.
Responsibilities
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
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 marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
Other Information
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
VIT LANTITE
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.
Location Profile
Note that the start date may be negotiated.
A tour of the College is scheduled for Tuesday, 5 March at 5.00pm. Please contact the Principal to register your interest.
Swinburne Senior Secondary College is a co-educational government secondary college which caters for Years 11 and 12 students. The College offers Victorian Certificate of Education (VCE), Vocational Education and Training (VET) and Vocational Major (VM) in a setting that enables students to focus their learning on the values, attitudes and needs of young adults.
The College¿s purpose is:
to provide innovative and relevant VCE, VET and VM senior secondary programs in response to identified needs
to consider the spectrum of individual differences that exists among students and help each student achieve growth, both academically and on a personal level
to redress disadvantage and discrimination so that all students, irrespective of gender, gender identity, sexuality, presentation, ethnic origins, or socio-economic background, are provided with a curriculum that is challenging, comprehensive and purposeful
to provide post-secondary pathways, advice, and support.
The following values are seen as being central to the life of the college. We aim to apply these values in our everyday dealings with each other and in the development of our programs and policies:
Respect
Responsibility
Commitment
These values are supported by the behaviours that we believe are crucial to ensuring that our purpose is achieved:
Positive relationships including acceptance of diversity and inclusivity.
High expectations
A relevant and inclusive curriculum
Engaged and responsible students
Quality facilities
Genuine participation
A supportive and stimulating environment
The College strives to provide students with extensive and diverse post-secondary pathways. Students are enrolled in VCE, VET and VM, accessing subjects across all disciplines. The College provides an alternative for senior secondary students seeking greater breadth of VCE choice, a more adult setting which better suits their emerging needs or simply a new start.
Students are attracted from all parts of Melbourne and beyond, and from all education sectors, to our strong Visual and Performing Arts, Design and Technology and Humanities programs, and wide curriculum offerings in Science, Mathematics and Commerce. Students choose Swinburne because they are seeking an adult-like learning environment where they can be accepted as individuals. Accordingly, the College considers individual student difference and strives to provide all students with a curriculum that is relevant, challenging, and comprehensive.
Students may commence their enrolment at the College in Year 11 or Year 12. They have access to a broad range of some 38 VCE Studies, VM at Intermediate and Senior Levels and VET programs. The College hosts 17 VET programs on each evening throughout the week (excluding Friday) and all day on Wednesday. Students may also choose from 16 other programs through the Inner Melbourne VET Cluster (IMVC) and travel off site to study these.
Over the past ten years, the College enrolment has averaged 420 students. Currently, the College enrolment is 405 students comprising 227 females, 137 males and 41 self-described. There is an expectation that the enrolment will grow towards the mid to high 400¿s in coming years. Most students were born in Australia (98%). Students come from a wide range of localities in the greater metropolitan area and beyond with some 150 postcodes being represented. Historically, just over half or our students transfer to Swinburne from other state government schools and the other half were previously enrolled in schools in the independent and Catholic sectors. The overall socio-economic profile, based on the College¿s Student Family Occupation Index is high.
The combination of the diversity of students¿ backgrounds and experiences at former schools, and the fact that they might attend the College for only one or two years, tends to complicate the task of building a strong College ethos. This factor is ameliorated as all students at the College are senior students who are provided with an adult-like environment and are expected to function as `independent, creative, and thoughtful young adults.
The College is led by the Principal and two Assistant Principals. The College has 32 teaching staff (including three Leading Teachers and two Learning Specialists), of whom 10 are part time. The College also has six sessional VET teachers and eight full-time and three part-time Education Support Staff.
The College advises that many VCE teachers are involved with the Victorian Curriculum and Assessment Authority (VCAA) as curriculum consultants and writers, taking positions of responsibility in VCE policy, assessment, and professional development. The College encourages this involvement believing Swinburne students are advantaged by such expertise.
Over the past ten or so years, the College facilities have either been rebuilt or refurbished. Consequently, students and staff enjoy first class facilities that provide an exceptional young adult learning environment. In particular, the exemplary learning spaces in the visual and performing arts and design and technology are powerful inducements to prospective students looking for studies in these studies.
