Leading Teacher Range 3 - Head Of Senior School

Established in 1955, Brighton Secondary College has a tradition of excellence. Students are offered an outstanding program in a structured supportive and caring environment in which they are encouraged to reach their full potential. The school is set in a leafy bayside suburb close to the beach and the city.

A broad curriculum offers student academic studies, creative and performing arts, technology studies, social development and sporting competition. At junior levels there is a comprehensive range of subjects including health, music, drama, languages, food technology, ICT and materials technology. A broad range of VCE studies is offered, as well as vocational studies at senior levels.

The school has a strong international focus. It is an accredited International Baccalaureate Organisation World school and offers the IB Diploma program as a senior pathway option. The school is also a member of the Council of International Schools.

 Visions and Values

VISION

Brighton Secondary College is a safe place where all have the opportunity to achieve personal excellence through collaboration based on respect, empathy and integrity.

MISSION

Our mission at Brighton Secondary College is to develop future-ready global citizens

We strive to prepare young people to thrive and contribute in the world beyond school. We do this by creating responsible, empathetic citizens who are adaptable, life-long learners and critical thinkers.

VALUES LIVED

Excellence

• We strive for personal best in all pursuits
• We take pride in what we do
• We make the most of all opportunities we are given.

 Curiosity

• We strive for understanding
• We encourage learning
• We question and seek solutions

Respect

• We treat others as they would like to be treated.
• We take pride and respect in ourselves and our environment
• We accept and celebrate difference and diversity.

Integrity

• We take ownership for our actions and embrace constructive feedback.
• We follow through on our intentions.
• We are honest and transparent

Empathy

• We are sensitive to the needs of others
• We try to understand the needs of all min our school community.
• We listen in order to understand.

Teamwork

• We share knowledge and harness our collective strengths.
• We collaborate with others to work towards common goals.
• We believe everyone has a responsibility to contribute.

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.

The main duties to be performed by the Leading Teacher-Head of Senior School are to: 

1. meet with the Leadership Team and members of the Wellbeing team, 

2. lead and support the Senior School Student Management Team (Years 10-12), 

3. actively promote and lead innovation in the areas of Teaching and Learning and Student Wellbeing and engagement, with a particular focus upon student connectedness within the College, 4. perform administration tasks associated with students in the Senior School, including attendance and Student Wellbeing and Engagement issues, 

5. oversee the transition process into and through the Senior School, and as students move from school to post-school pathways 

6. monitor student performance and ensure there is regular, effective communication of student performance to parents,

 7. lead the Student Management team in caring for the overall wellbeing of students in the Senior School, including ensuring students feel supported and safe, 

8. set expectations for students in the Senior School in relation to uniform, behaviour, and the upholding of school values and communicate these in the appropriate forums. (Assemblies, emails, Compass notices etc), 

9. organise and run Information sessions relevant to the sub-school for students, parents and staff, 

10. ensure that College processes, as they relate to the operation of the Senior School, result in effective communication between parents, teachers and Wellbeing staff, 

11. prepare articles relating to the Senior School for College publications, 

12. oversee Senior School and year level activities and programs relating to wellbeing, student enrichment, leadership and teaching and learning, 

13. lead the continuing development and implementation of the Personal Excellent Program (PEP) for years 10- 12,

 14. establish and maintain positive relationships with local schools and community organisations to ensure Brighton Secondary College continues to be connected and respected in the wider community,

 15. liaise with the Leading Teacher-Student Support Services to assist in, and understand the management of student support programs and special provision,

 16. model outstanding classroom teaching practice,

 17. oversee and manage staff compliance with College policies and procedures, 

18. advocate and drive the Brighton Secondary College improvement strategies as outlined in the AIP and college policy documents of practice in the Teaching and Learning, Staff Operations and Student Wellbeing Handbooks, 

19. perform other duties as may be required by the Principal or Assistant Principals.

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.

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

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.