Address Job Description
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 29/01/2024
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Teacher
Reference: 1393030
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
provide a child safe environment in accordance with the child safe standards
leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
leading and managing the provision of professional learning and developing individual and team performance and 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, and
developing and managing the school code of conduct
As a Leading TeacherHead of Year the successful applicant will also:
Realise the goals of excellence and equity through developing the learning and wellbeing of every student in their cohort and build a positive environment through strong relationships that enables all students to become; happy, healthy, and resilient; successful lifelong learners; and active, informed members of just and sustainable communities
Report directly to a Sub-School Assistant Principal
Lead and manage two Year Level Coordinators
Be an active member of the School Improvement Team
Perform any other duty as assigned by the College Principal.
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
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).
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 726 801 or email on: brett.west@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:
Child Safe Standards: Policy | education.vic.gov.au
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
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
Located in the Southeast growth corridor, the College opened in 2002. The school now has more than 2,670 students and 280 equivalent full-time staff, consisting of 10 Principal Class Officers, 40 Middle Tier Leaders (LS/LT) reflected within approximately 325+ staff. There are 37 Aboriginal or Torres Strait Islander students enrolled in the College. There are 780+ EAL student enrolments across the College. We have a significant number of funded students in the Program for Students with Disabilities. The school is a welcoming place where students from many cultures learn together in outstanding facilities.
The College is categorized as “low” compared to other State schools in socio-economic terms. The school family occupation and education (SFOE) index being set at 0.583. To support our families and their children, the College has a sophisticated Wellbeing Team which is overseen daily by a Manager (ES) who also reports to the Head of Wellbeing and Inclusion. Our programs are underpinned by an eclectic array of NGO’s, DE’s Doctors In Schools, Allied Health Services, and Community Programs such as State School Relief and Foodbank.
The College operates by our values of "PRIDE" - Perseverance, Respect, Integrity, Dedicated Teamwork and Excellence. A culture of high expectations exists in all areas of the College, and we are proud of our achievements in "getting the best from and for our students". To that end, the College provides a host of Special Programs inclusive of STEM, Melbourne Rebels Rugby Academy, MCFC Soccer Academy, Advanced Sports Program, Performing Arts (Music, Dance, Drama), Visual Arts and Multimedia.
