,

Curriculum Access Leader- Inner Gippsland Area - South East Victoria Region - (20011747)

Job posted: 03/07/2024
Applications close: 16/07/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne

Job type: Full time / From 01/07/2024 - 30/06/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1423273

Reference: 1423273

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne

Selection Criteria

SC1: Demonstrated ability to work as part of a diverse and/or multidisciplinary team to achieve outcomes in dynamic work environments.

SC2: Demonstrated strong communication and interpersonal skills, including a capacity to develop constructive relationships to advance the work.  

SC3: Demonstrated commitment and capacity to lead school improvement initiatives and to build the capability of others to work through an explicit improvement cycle.  

SC4: Demonstrated outstanding classroom practice and the ability to support colleagues to continuously review and strengthen teaching and learning for all students.

SC5: Demonstrated understanding of system initiatives and resources to support student learning, and capacity to lead their implementation. 

SC6: Demonstrated ability to monitor and assess data and to use it to inform teaching and learning, prioritise improvement effort and identify and support the needs of adult learners. 

SC7: Demonstrated expertise in one of the following areas: Professional Learning Communities approaches, building capability for school improvement, developing middle leaders to enhance classroom practice, facilitating cross team and/or cross school collaboration.  

Role

An opportunity exists for teachers to be part of an exciting initiative to improve curriculum choice for rural and regional students. Working across schools within South East Victoria Region, the role is part of a multi-disciplinary team. This work supports regional efforts towards achieving the Education State targets, which aim to build a system that provides every student with the knowledge, capabilities and attributes that will see them thrive throughout their lives. Reporting to the Area Executive Director, this role is located within a placed-based team that collectively works with schools to implement:

·        Improving curriculum choice for rural and regional students (focus area for role)

·        Professional Learning Communities (PLC)

·        Middle Years Literacy and Numeracy Support (MYLNS)

·        Senior Secondary Reform

·        Other emerging school improvement opportunities.

The work will be guided by Senior Education Improvement Leaders (SEILs) to support schools according to their specific improvement needs. Program implementation and practice oversight of the work will be provided by Senior School Improvement Practice Leads (SSIPLs) in each region in consultation with SEILs. Appointment to these positions provides an opportunity to enrich teaching expertise, leadership experience and further develop school improvement expertise in rural and regional schools. Staff will benefit from a customised program of professional learning to support their leadership of change management, use of evidence, and implementation of system resources and initiatives.  

With a focus on providing responsive, place-based support, flexibility to travel is a requirement of this position and access to regional fleet cars will be provided. Staff should expect to spend the equivalent of four days each week in schools.

This ongoing role is located in a regional office. The tenure of this leading teacher role is for four years as this initiative is currently funded for four years. At the conclusion of the tenure, it may be renewed, if funding for the initiative is extended. If tenure as a leading teacher is not renewed, you will be appointed to the Region as a Classroom Teacher in accordance with the leading teachers and learning specialists policy. Successful applicants will be employed under Public Service conditions with access to four weeks annual leave.

Responsibilities

Working flexibly as part of a multi-disciplinary team, the objective of the Curriculum Access Leader is to improve access to and quality of Foundation to Year 12 curriculum in rural and regional schools, with a focus on small schools. Functions include:

·        Encourage and facilitate school cluster collaborations, working with multiple clusters of at least 2 schools to support the provision of an enhanced Foundation to Year 12 curriculum

·        Build and maintain collaborative relationships within Area Education Improvement Branch teams to ensure schools receive wrap-around support based on school need

·        Work with schools to plan and implement collaborative provision models, adopt blended learning approaches and improve efficacy of ICT/virtual learning

·        Where relevant, connect clusters with other DE initiatives and policies relating to curriculum delivery

·        Identify teaching capability needs and support through professional development, mentoring and networking opportunities

·        Developing relational trust with school leaders and teachers to support cultures of challenge, collaboration and continuous improvement

·        Draw on and connect school-based staff with system resources to support effective practice

·        Modelling a mindset of high expectations for every student and adult learner, a disposition for collaborative professionalism and a reflective and evidence-informed practice

·        Ensure fidelity and integrity of the implementation process through monitoring and reporting, including contributing to data collection, monitoring and evaluation processes as required.

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

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 marrung@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:

 https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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

Other Information

  • Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.
  • Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.
  • The Department of Education (DE) is committed to diversity. The Department places considerable effort and resources into responding to the needs of employees with a disability. People from disadvantaged groups are encouraged to apply for this position.
  • 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.  
  • Successful applicants are subject to a satisfactory criminal record check prior to employment. New DE employees are required to meet the cost of the criminal record check.
  • If appointed from outside DE, successful applicants will be required to complete a pre-employment health declaration.
  • A probationary period of up to 6 months may apply for a person appointed to an ongoing position from outside the Public Service or the Teaching Service.
  • All DE employees are required to comply with relevant legislation, including legislation regarding the management of Departmental records, the Code of Conduct for Victorian public sector employees and Departmental policies and procedures in the conduct of their employment.
  • Standard public service terms and conditions apply. Information about DE's operations and employment conditions can be obtained from the following websites: www.education.vic.gov.au and www.education.vic.gov.au/hrweb.
  • This position functions as a temporary transfer of staff from schools to regions at the leading teacher level working under corporate conditions (i.e. four weeks annual leave pro rata).
  • To support DE's commitment to its Environmental Management System, DE employees are expected to act in an environmentally responsible manner at all times.

Conditions of Employment

  • 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

Schools and Regional Services comprises 17 Areas within four regions across the state, as well as 5 central Divisions. The responsibilities of Schools and Regional Services include:

  •  service delivery including performance, contract management, funding delivery and acquittal
  • local area engagement, advice, support and partnerships
  • workforce capability development, professional practice leadership and delivery
  •  emergency management including critical incident response
  • supporting strong regional partnerships with early childhood services, schools and other education providers to deliver high-quality services and outcomes with a 0-18 focus.

The regional model is designed to:

  •   connect between central government policy and the delivery of high quality services to Victorians
  • drive outcomes across all stages of learning through expert advice and support
  • connect with families, service providers, schools and communities
  •  lead, collaborate and partner at a local level to overcome social and economic challenges facing our communities, towns and cities
  • deliver health, wellbeing and support services to children, young people and their families to assist them in their learning and development
  •   improve connectedness and transitions between important points in a child's life - such as between early childhood, kindergarten, school and tertiary education assist and support children and young people who are vulnerable, disengaged, and those with disabilities or challenging behaviour.

 

Applicants are required to submit a CV and a cover letter (Selection Criteria no more than 2 pages).

Email applications to Andrew Eastcott at Andrew.Eastcott@education.vic.gov.au

Prospective applicants may contact Andrew Eastcott on 0404 729 914 for further information about the role.

Curriculum Access Leader- Inner Gippsland Area - South East Victoria Region - (20011747)

Job type:

Full time / From 01/07/2024 - 30/06/2028

Job classification:

Leading Teacher Range 3

Contact:

Andrew Eastcott | 0404 729 914

Curriculum Access Leader- Inner Gippsland Area - South East Victoria Region - (20011747)