Sub School Leader - Specialist - Leading Teacher

Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.

Vision – to be an inclusive connected flourishing learning community.

Our school values have been developed in consultation with the whole community. They are:

• Aspiration
• Kindness
• Respect

Social – community and demographics

• On a single site the school comprises facilities for primary, secondary and special needs education
• The school is highly integrated with a common set of values and behavioural and learning expectations for all
• Overall enrolment numbers are reflecting the demographics of the Maryborough community
• Strong and supportive School Council and parent involvement is encouraged.
• Committed Student Representative Council and a strong student leadership structure
• Enthusiastic, professional staff team consisting of 76 effective full-time teachers and 41.37 school support staff.
• Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group
• The school has a School Family Orientation of .6856

Educational

• Provision of a vibrant and productive education, Foundation to 12 and Specialist Education.
• Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students
• VCE, VET and VCAL courses
• Trade Training Centre
• Excellent further education pathways established and successful tertiary placements for students.
• Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities.

Technological

• Bring Your Own Device computer provision is being phased in from 2015
• Provision of computer suites and notebook trolleys are established throughout the school.
• Internet and intranet use is supported
• Data projectors in all learning areas

Environmental – grounds and facilities

• Classrooms modern and are traditional in their layout
• Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for

www.maryborougheducationcentre.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.

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 include: 

• taking responsibility for ensuring that all relevant school and DET policies and practices are implemented across the Sub School 

• leading the development and implementation of an annual Sub School Action Plan which details proactive programs designed to promote high expectations, to enhance student achievement, engagement, attendance and connectedness across the Sub School and which address key areas for improvement in relation to school data 

• using a range of data to monitor the progress, learning outcomes, attendance and wellbeing of every student within the Sub School, and take action to ensure that appropriate support, extension, and interventions are implemented for each child and recorded using the student management system (Xuno) 

• liaising with the Curriculum Assistant Principal and Teaching and Learning Coordinator to ensure students access the curriculum ‘on the same basis’ as set out in ACARA 

• conducting high level professional support and learning to staff in the Sub School, including conducting regular meetings 

• leading Professional Learning Community Coordinators in the development of teacher collaboration and self-efficacy with the goal of implementing pedagogical improvement 

• managing significant discipline and wellbeing issues which extend beyond that of classroom teachers or the Specialist Student Wellbeing coordinator 

• organising the day to day running of the area which includes coordinating absences with the Daily Organiser, adjusting daily CRT cover to suit student need and conducting assemblies 

• developing the timetable blue-prints classroom, yard-duty, transport, hydrotherapy and special activities timetables within the Sub School 

• supporting the Assistant Principal with new enrolments, enrolment tours, student management, program implementation and organisational duties 

• leading Kindergarten to Prep transition and Year 6 into Year 7 in consultation with the mainstream transition coordinators 

• supporting Teacher Assistants to support students with learning needs and special provision referring to ASSE recommendations and relevant professional learning  

• overseeing the organisation and implementation of camps and excursions and other major events 

• Leading the facilitation of student transition into mainstream classes 

• communicating with parents as required in a timely fashion 

• creating the monthly Specialist Newsletter 

• attending Excellence in Teaching and Learning Leadership Team meetings, introducing new initiatives to Specialist staff 

• any other duties as directed by the principal.  

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET 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

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.