Mathematics Leader- Teaching & Learning Coach

Wodonga Primary School is located in North East Victoria on the New South Wales border and is a member of the Wodonga Federation of Government Schools.  We currently have an enrolment of 900 students from Foundation to Year 6.  We have over 85 teaching and non-teaching staff.  Wodonga Primary is a proud Visible Learning school with staff, students and parents embracing the high effect elements of teaching and learning.  Education at Wodonga Primary School strives to Engage Learning and Expand Minds. Our school community believes that by providing a stimulating and engaging culture, we foster inquisitive learning and generate a 'desire to learn' in all stakeholders.

  There are five vision principles that guide our learning focus:

• Collaboration – working together to achieve more
• Challenge – high expectations and ambition to achieve
• Curiosity – wondering about the world and seeking to discover
• Community – a sense of belonging, commitment and shared responsibility
• Culture – shared vision to achieve success

A school day at Wodonga Primary school is a dynamic learning experience for all students. Our flexible learning spaces enable students to learn in a wide variety of situations. Through a systemic instructional models, students learn from each other and build independence and collaborative behaviours. Students are challenged to expand their minds in learning and to be aware of their learning progress. Teachers are challenged and supported to be the best teacher they can be through the guidance of a supportive leadership structure which includes four Principal Class staff, and in 2024, six Leading Teachers (two Literacy Leading Teachers, two Mathematics Leading Teachers and two Wellbeing and Engagement). Classes are structured into year level groups with students using our learning environment interactively in a multitude of ways. Learning continues in specialist areas of Art, Physical Education, Music, STEM, Languages (Japanese), Computer Studies and Respectful Relationships.

Keeping learning visible supports the development of our learning culture. Students use the five Learner Qualities of: Connect, Question, Persist, Reflect and Self-Aware to monitor their learning and to approach challenges with confidence. Our school promotes strong social and emotional skills which are vital for the development of a positive climate for learning.  Staff engage in a range of community events to build strong partnerships between home and school. We have an Educational Support dog, called Barkley who is pivotal in engaging students, providing much needed support to students who are in need. Our focus on Wellbeing is enhanced through our large Wellbeing team which consists of; a Welfare leader for PSD funded students, a Psychologist and Guidance, as well as the two Leading Teachers Wellbeing and Engagement.

Applicants should be aware that Wodonga Primary School values a collaborative teaching and learning culture which is supported by dynamic teachers. Professional Learning Communities (PLC) drive our collaborative practices, with a consistent focus on implementing PLC Inquiry Cycles. It is the school’s expectation that teachers regularly embrace change of year levels across the school and consider specialists' roles to continually develop an environment of strong healthy teams.

Building Practice Excellence through professional dialogue and discussion is valued in our school with staff encouraged to participate in a range of forums to share their expertise and teaching philosophies.  Staff reflect upon their teaching practice and continue to strive to provide an enjoyable, engaging and relevant learning environment for all students.  Collaborative planning is expected to support teachers and to enhance curriculum delivery.  Teachers aim to provide a structured curriculum that enables all students to experience success as well as being challenged to extend their thinking and understandings.  Student progress and development is reported to parents via Compass. Wodonga Primary will commence. Our current Strategic Plan priorities student Wellbeing, Literacy and Numeracy.

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 Mathematics 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.

Building Practice Excellence

• Support, mentor and coach teachers to improve mathematics teaching practice to achieve strong student outcomes through:
  - using data to inform planning
  - implementing the instructional model effectively
  - using the Victorian Curriculum to develop unit plans in mathematics
  - collaborating with teams to support professional growth and understanding
• Support with professional development plans for staff that identify professional learning needs within Mathematics teaching.
• Model Mathematics lessons for identified areas of need for targeted support for staff.
• Lead and facilitate regular learning walks with staff to build their capacity
• Support staff in effective curriculum planning and assessment.

• Plan, lead and facilitate Mathematics PLT meetings as per meeting schedule. Distribute agendas for these meetings in a timely manner.
• On a needs basis, support and coach Graduates, including completing their VIT registration
• Provide DIP support via collecting evidence of teaching practice and student learning behaviours in literacy sessions, observations, writing reports, providing recommendations and creating resources to support the IEP.
• Where necessary, support staff in implementing IEPs for DIPS, with administering further diagnostic assessments to identify and pinpoint student need for students that are experiencing challenges with their attainment of literacy skills

Evaluating Impact on Learning

• Working with teams, Education Support team and  individual staff to best identify and support student needs in Mathematics
• Work with staff to provide observations and further assessment of at-risk students in the area of numeracy. Provide advice on identifying points of need and develop plans to support them in their learning.
• Monitor the capacity of staff at a whole school and team level to plan and implement mathematics that is aligned to the Victorian curriculum. In order to provide engaging, challenging and rigorous mathematics teaching and learning.
• Understanding whole school assessment schedules and supporting the Assistant Principal in the implementation of the Assessment Schedule across the school year.
• Work alongside the overseeing Assistant Principal to review whole  school data (Victorian Curriculum Assessments, NAPLAN, Essential Assessment)
• Lead and facilitate Learning Walks within the Mathematics Learning Area.
• Establishing and supporting Mathematics moderation activities

Leading Mathematics within the school community - Whole School promotion

• Fortnightly newsletter item linked to Mathematics items
• Oversee whole school initiatives related to home learning in the area of numeracy.
• Promotion of the Mathematics elements of school events such as Education Week and Community Nights
• Positively promote Mathematics within the classroom an wider school community using regular Facebook items
• Providing regular updates at School Council through the Leadership Report
• Lead and participate in Data Conversations and PLC meetings
• Engage with the WIN Network / Federation CoP initiatives.

Strategic planning / Management of core learning area

• Actively participate in, and positively contribute to, SIT meetings.
• Contribute towards the planning and implementation of whole school professional development
• Engage in self professional learning as a leader and within the scope for Mathematics learning area. This will involve being up to date with current research and the Department of Education priorities, policies, guidelines and resources.
• Effectively manage resources, including the Mathematics budget and ordering processes.
• Liaise with overseeing Assistant Principal on curriculum matters, together with teaching and learning practice and strategies specific to Mathematics

• Ensure transparency about weekly available times for staff to access support through the use of the Professional Learning Support Request.
• Plan, chair and lead Whole School PLTs
• Support the facilitation of PLC processes (liaising with Literacy and Wellbeing Leading Teachers)
• Other duties as directed by the Principal and /or evolving DET initiatives in Mathematics

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.

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 *** 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:

 Child Safe Standards: Policy | education.vic.gov.au

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

• 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.