Leading Teacher Range 3 - Teaching And Learning Coach / Curriculum Development

Sandringham East is a coeducational primary school located in leafy beachside Sandringham, 15 kilometres south east of Melbourne. Our vision is: ¿To build an inclusive community where our children are active learners, critical thinkers and creative explorers¿:  `THINK...IMAGINE...BECOME.¿

Our school values are Care, Aspiration and Respect. The school has in place a range of strategies to promote engagement, positive behaviour and respectful relationships for students.

Sandringham East is a progressive school preparing students for a dynamic future. We have a proud history since 1931 with over 90 years serving the Sandringham community. Our community hub values relationships and a sense of community ¿ a diverse community with 8.61% of students speaking a language other than English at home with 5.31% of these students born in Australia.  Our current total of 508 enrolled students are 262 males and 246 females. Students with a disability comprise 1.28% of the student population and .92% have an indigenous background.

The school employs a Welfare Officer/ Counsellor who supports many families for educational, wellbeing and family issues.

Social and Emotional Learning is a focus in our AIP with the school nominated as a Lead school in the RRRR program and working with schools in the cluster to engage students in respectful ways. Play is the Way teaches students resilience through the lessons presented by teachers.

Sandringham East prides itself on a diversity of programs that cater for personalising student learning needs through curriculum programs and Individual Education Plans. Literacy and Numeracy are essential foundations for student success.

Students enjoy our bright, engaging flexible learning environments which cater for a range of learning styles and individual needs. We were thrilled that the school was approved for $7.8 million to rebuild our facilities. This resulted in eight learning spaces along with a stadium, performing arts / music space, dedicated art room, canteen, staff facilities /workrooms, and student bathroom facilities. The school community have worked tirelessly over many years for this news. It is wonderful to see these great learning spaces available for our school community.

Facilities provide a safe and secure setting, surrounded by a sanctuary, incorporating a walking track, oval, oriental and indigenous gardens, bountiful vegetable patch, and hens provide eggs for our community. The new buildings have been complimented by wonderful landscaping which students are enjoying.  An amazing adventure Playscape was completed and opened in October 2016 which the school community funded.  Students enjoy their leisure time playing creatively in this great sanctuary environment with ropes, tunnels, tree platforms, cubbies, sandpit, digging pit, water play and a massive log fort. A Ga Ga game has been installed in recent weeks with students enjoying this game.

A Play Shed also provides creative play resources for our younger students during lunch breaks. Our school kitchen gardener provides opportunities for students - sowing and tending the garden, cooking healthy meals and providing produce to the school community.

Financial commitments invest to improving facilities to cater for 21st century learning with a high priority on professional learning for staff. The biggest impact on student learning is the quality of the teacher and relationships, and we devote resources for professional learning  to improve teacher capacity and efficacy. Professional Learning Communities are dedicated to unpacking data, setting high expectations and personalising learning so students achieve to their best.

The school engages critical friends to work with staff to improve Teaching and Learning. Adam Voigt from Real Schools is connecting teachers with good practice to develop respectful interactions both within and outside the learning spaces. Tracey Ezard provides our leaders with strategies to work within their teams. The Walker Learning Approach is implemented, connecting students to their learning through interest based activities in Investigation and Inquiry Learning culminating in an Educational Research Project.

Several students are supported through the Program for Students with Disabilities. The school employs extra support teachers to enhance and challenge student learning particularly in Literacy and Numeracy.

Highly regarded specialist programs include Performing Arts, Physical Education, Visual Arts, and Mandarin / Japanese. As an Asian Literate school we communicate with our sister schools in Japan and the Philippines.  In 2023 the junior school learns Japanese and after that students learn Chinese Mandarin.

Excursions, camps (adventure, educational, ski camp), swimming and Bike Education provide our students with a well-rounded education. We work with Sandringham College (through a science student/peer partnership), John Monash Science (Little Scientist Program) and the i Sea, i Care Dolphin Project for students who are passionate about science and sustainability.

Technology provides students with knowledge and tools, and robotics resources give challenge to employ coding expertise which is taught to students. Our 1:1 computer program for students in levels 3 ¿ 6 sees around 75% of students with their own device. A major refurbishment of our Administration building will see the introduction of a STEM centre.

We value our links and partnership with Sandringham College, located adjacent to Sandringham East. Mutual benefits are gained from this relationship as well as a positive transition to secondary schooling.

The school encourages community as part of the process of schooling through School Council and our Class Parent Program, which is incorporated within the Parents and Friends Association.  The school sees parents as vital partners in a child¿s education. The school links with the broader community to provide extra-curricular activities for students, including Sporting Schools Program, Instrumental music, Choir, Sandy Stars, Chess, Chinese and Lunch Club.  Before and After School Care is provided by Their Care.

We value partnerships with community in Lions, Rotary and the Japanese Saturday College. We host the Japanese Saturday College each week who offer 21 classes for 260 students. Parent participation and support for our school from local community play a major role that is valued and encouraged.

In 2019 we undertook the school Review and are currently developing our new Strategic Plan and AIP. We look forward to our next review in 2023.

The FISO priority for our school is Building Practice Excellence; encompassing Teaching and Learning, with a focus for students to: Think...Imagine...Become...

Documents that are available on request include:

2022 AIP

2019 ¿ 2023 School Strategic Plan

School Review Report 2019

2022 Annual Reports

School Performance Report 2022

Please see the school website for further information about our wonderful school.      

www.sandringhameast.vic.edu.au

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.

SC6   Capaciity to work within the Sandringham East Primary School community and culture whilst supporting the Vision and Values of the school.

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.

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.