Leading Teacher - Flo Engage Program

We welcome passionate and imaginative educators into our learning community. We commit to supporting and valuing staff in their professional practice and growth through: Belonging to an inclusive and multicultural communit

Knowing that together we make a difference

Intellectual and practical engagement in our profession.Our communities of practice are responsive to staff and student experiences and are where we work collaboratively to better understand how to best meet student learning needs. Currently these teams focus on:The literacy and numeracy demands of assessments and ensuring we explicitly teach these

Applied learning

Restorative practices

Community leadership

Inclusive and differentiated teaching and learning

Reflective and evaluative practices

Enrichment and engagement programs.2024 will see Craigieburn Secondary College begin to implement an organisational design model that will facilitate our vision of building a robust and student-centred learning community. Knowing our students and building relationships between the school and families are the keystones to ensuring that the learning and wellbeing needs of our students are addressed in a holistic way.

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.

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.

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.

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

Craigieburn Secondary College is working in collaboration with Sydney Road Community School and the NWVR office to deliver a reengagement program for students who are at risk of disengagement. We are currently seeking applications for an Engage ProgramLeading Teacher who will drive this project. This program is in its initial year and the Engagement Program Leading Teacher will work in collaboration with a wide range of stakeholders to lead its rollout and track its success.

The role will include the implementation of an onsite re-engagement program for small cohorts of students.  It is advantageous for the successful applicant to have demonstrated skills in developing differentiated curriculum and learning programs, a commitment to the re-engagement of young people in education through restorative practices, and a demonstrated ability in building strong relationships with students, teachers and parents/carers.  The re-engagement program will primarily focus on:

* improved learning outcomes through a focus on curriculum and high impact teaching strategies

* empowering students through agency, voice and building resilience

* positive transitions in learning

* building healthy relationships for students and teachers through a restorative practice approach

* ensuring positive health and wellbeing outcomes for students

* building teacher capacity in restorative practice approaches, differentiated teaching and learning, and supporting teacher wellbeing

The Engage ProgramLeading Teacher role will include:

* continuing to develop the program including its processes and procedures

* assist with the development of a differentiated curriculum that meets the needs of all students in the program

* assist in the overall management of the program including students and resources

* track data relating to the success of the program

* collaborating with internal and external stakeholder to ensure the success of the program

• 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