Leading Teacher: Engagement And Connectedness (Middle School)

Cranbourne East Secondary College was established in 2011 and is located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School. In 2023, the school has an enrolment of 1950 students. The College currently has the equivalent of 180+ full time staff, including a Principal, 7 Assistant Principals. We are a very multicultural school, with a significant number of students born overseas (with 5.45% being refugees). Approximately 1% of students are indigenous.
 
Cranbourne East Secondary College has developed a strong sense of community that has been fostered and maintained, throughout a period of rapid growth. What sets us apart is the high expectations of success we have for all students, which have become firmly entrenched in the culture of our school community. These expectations extend beyond agreed behaviours, and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our extra-curricular programs. 

At Cranbourne East Secondary College these high expectations have led to a median student score of 33.  
 
We have a highly resourced careers team which ensures each of our students are provided quality individual counselling towards their chosen career pathway. 

 
Our College wide, Instructional Model & PLT Communities drive our Teaching and Learning practices. This consistent approach to Teaching and Learning, ensures seamless transitions and consistency for all students from Years 7 through to Year 12. 
 
We recognise the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn.  
At Cranbourne East Secondary College, we are giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success.  
 
We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our college values: Respect, Growth, Achievement, Responsibility

The College is organised into year level teams for both students and teachers. English, Maths, Science, Humanities and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages offered as electives. Teams support our varied engagement programs which include: Year 9 Pathway to Success, Year 7 and 8 Learning for Success, Connect for Success, Effective Reading Program, Enrichment classes, Applied Learning Programs, STEM, Hands on Learning and a Sport Pathway program. 

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.

Key elements of the portfolio: Leading TeacherEngagement and Connectedness (Middle Years)

The Leading Teacher of Engagement and Connectedness (Middle Years) works as part of the leadership team to create a clear vision for the College as well as analyse the needs of the students within the middle years and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. The Engagement and Connectedness (Middle Years) leader has

·            a deep knowledge and expertise in leading and managing a cohort of students and a team of teachers.

·            proven capacity to work collaboratively with families and the community.

·            proven capacity to provide a safe and orderly learning environment for improved achievement, engagement, and Connectedness.

·            proven capacity to build and maintain a highly effective and cohesive teams.

·            proven capacity to maintain consistent high expectations for all stakeholders, based on the college processes, procedures, and policies.

Scope of the role:

·            Development and implementation of re-engagement programs within the Middle Years, in line with the School Strategic and Annual Implementation Plan goals.

·            Implementation of proactive programs to improve the social, emotional, and physical wellbeing of students within the Middle Years.

·            Work in partnership with external stakeholders to reengage students into education in a variety of educational settings.

·            Oversee the creation of a documented curriculum that meets the needs of at-risk and disengaged students.

·            Implementation of the College Instructional Model.

·            Implementation of the College policies, processes and procedures within the Middle Years that lead to a safe and orderly learning environment that contributes to the achievement of improved student outcomes and engagement.

·            Lead the implementation of consistent high expectations for all stakeholders, based on the college processes, procedures, and policies.

·            Explore, develop, and support appropriate pathways for students within the Middle Years.

Responsibilities:

·            Using a range of student data and working in collaboration with Learning Area Leaders and the Leadership Team, lead work in developing and overseeing appropriate learning plans for students or cohorts of students.

Lead the school:

·            To develop effective, documented processes and procedures in alignment with our Student Engagement Policy and DET initiatives around multi-tiered systems of support to support our work in achieving the strategic vision for the school including improving student connectedness.

·            To proactively address the academic, social, and emotional needs of the students within Middle Years

·            To record and communicate these needs, as appropriate, to staff securely and effectively.

·            To support teachers to implement appropriate pedagogical strategies to accommodate the learning needs of students including by working closely with the students, parents / carers, teachers, learning area leaders and the Education Support Inclusion Team.

·            By further developing the skills and attributes of staff in effectively responding to the behaviours and learning needs of students

·            To engender student behaviours and presentations that reflect our values of Respect, Growth, Achievement and Responsibility

·            Develop and implement effective transition programs for students into, within and beyond the Middle School.

·            Inform and actively support the work of the School Improvement Team to improve student outcomes and school wide targets as per our target schedule.

·            Develop and implement strategic and proactive initiatives to increase engagement, attendance, connectedness, and safety for the students in the Middle Years.

·            Professionally engage with Professional Learning Teams to ensure a coherent strategic direction is developed and implemented across the school in relation to Wellbeing, Learning, Engagement, and Connectedness.

·            Design and implement programs/events that effectively cater for the academic, social, and emotional development and parent / carer learning e.g., Parent Workshops.

·            Implement and evaluate the work connected with our Annual Implementation Plan and refine it as appropriate

·            Ensure the Principal Class Team is informed and consulted as appropriate, regarding activities / events and challenging student / community / staff matters.

·            Ensure all reports are read, students at academic risk are identified and a process implemented to address areas of concern.

·            Ensure all key events related to the role are well planned and implemented.

·            Ensure timely and appropriate documentation complies with DET and school protocols.

·            Communicate with parents regarding student wellbeing, student learning and student engagement in a timely manner.

·            Implement proactive and responsive intervention and engagement practices across the Middle Years.

·            Provide accurate reports to School Council around work in the areas of wellbeing, learning, engagement, and Connectedness.

·            Manage budgets in alignment with the role.

·            Plan, chair, and lead meetings as per meeting schedule. Distribute agendas and minutes for these meetings in a timely manner.

·            Liaise with Year Level Leaders to ensure consistent processes and practices across the Middle Years.

·            Model, lead and support the use of the CESC Inquiry Cycle in the meetings to improve student outcomes.

·            Meet with the overseeing Assistant Principal to review the progress towards your targets and goals.

·            Meet regularly with Year Level Leaders to monitor the progress towards set goals.

·            Regularly visit homegroup and classes to observe teaching practice and student learning behaviours.

·            Engage personal professional development as a leader. This will involve being up to date with current research and the Department of Education priorities, policies, guidelines, and resources.

·            Annually review the impact of all intervention programs to ensure they are enhancing growth in student outcomes and engagement.

·            Positively support the year level student leadership and student voice program.

·            Regularly meet with the Wellbeing team to discuss at risk students.

·            Promote the year level¿s experiences and activities via social media, web site, magazine, and newsletter.

·            Actively contribute to whole school curriculum days and professional learning programs.

·            Other duties as directed by the College Principal/ Assistant Principal.

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.

Applicants seeking part-time employment are encouraged to apply for this position. Should you be successful, you will be given the opportunity to negotiate your preferred time fraction as part of the recruitment process.

The Department of Education (the department) 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 *** or email on: **********@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

• 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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
• A section addressing the selection criteria and the requirements for application under the Who May Apply section
• Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.