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.

Role Statement:

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. They 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 and have a direct impact and influence on the achievement of the school goals.

The Curriculum Leader oversees and coordinates all aspects of the whole school curriculum.

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 and Training 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.

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

Advice to Applicants

Written Applications

Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:

• A specific response to all of the Key Selection Criteria and position details.  It is suggested that applicants limit their response to no more than 1 page (size 11) per criterion.
• A cover letter providing contact information including email and phone numbers as well as the phone number of the work address at which the applicant can be contacted.
• A CV with a summary of experience and qualifications.
• The names, email addresses and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.

Please note: The selection panel may contact referees other than those listed.

The Selection Process will involve at least the following steps:

1. Receipt of application by closing date
2. Shortlisting of applications
3. Interview process (applicants may be invited back for a second interview)
4. Referee checks (these may occur prior and/or after the interviews)

Note: The panel reserves the right to contact others outside of the list of referees provided by the applicant.  On making a decision to appoint, a job offer will be made to the successful applicant.

• 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.

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Lalor Secondary College is a co-education school for students in Years 7 to 12. The school has provided the communities of Lalor, Thomastown and Epping with educational opportunities that prepare our students for their chosen pathway – be it tertiary study, trade or workforce.  Our mission is to provide opportunities in a caring and supportive learning environment so that our students improve their capacity to become socially responsible, caring and confident contributors to the 21^st century.

Due to the high demand in our local community, in 2016, the school will continue to have a ceiling at Year 7 for 170 to 180 students. The school’s student population ranges from 1000 to 1050 students The school’s core values of Pride, Achievement, Caring, Cooperation and Honesty are embedded in our wellbeing and teaching practices, as well as our Student Code of Behaviour. High expectations and well developed policy and practices ensure a calm teaching environment that allows the focus of the classroom to be centred around the teaching and learning.  The high expectations are driven by a student culture where students motivate and inspire each other to achieve excellence in the academic field, applied learning field or through the extra-curricular program.

The extra-curricular program is supported by both student and staff led clubs. Some of these include the Science and Maths clubs, Macedonian Folk Dancing Club, Art Club, Anime Club, Walking Club, Mindfullness Club, Breakfast Club, Horticulture Club, Sports Program, House Program, Music Program, Year 12 Mentor Program and Chess Club.  This also includes a unique partnership with ABCN that provides numerous leadership opportunities to our students that supports the student leadership structures of the College.  The school has an established and dedicated Wellbeing Team that delivers a coordinated approach to the Student Wellbeing Programs that have been embedded into the school curriculum and culture.  Some of these programs include ‘Yoga Thursdays’, Peer Support, After School Homework Club, Animal Assisted Therapy and the Pre-Orientation Program. The College also offers distinctive educational programs such as the Years 7 to 10 differentiated Maths program, Years 7 to 9 Literacy Support Program, High Potential Learning Program, Years 7 to 12 language program offering Macedonian, Greek, Italian and French and an extensive elective program in Years 9 and 10.

Our school community acknowledges the ability and the right of all students to learn and to experience success in the classroom. The College delivers a rigorous and comprehensive educational program built around the Victorian Curriculum in Years 7 to 10, where a challenging and diverse curriculum caters for a variety of learning styles.  The varying talents of students at years 7 to 10 are recognised and celebrated and excellence and effort are rewarded throughout the College at regular intervals throughout the year.  The program offered at Years 11 and 12 provides opportunities for students to excel in VCE, VCAL and VET, which is long established through results that are above state average.  The school has a strong pathways program that ensures a high retention from Year 7 to Year 12 and assures all students in Years 9 to 12 receive counselling in choices of study and focuses on providing an individual pathway for every child.

Our most recent building upgrades include a new Science Centre which promotes an open learning environment with the focus on independent and inquiry learning for our junior students, a new senior study centre for Year 12 students and a new administration area offering a formal environment for our administration services to function.

Information about the school, its ethos, programs and the Strategic Plan and Annual Implementation Plan can be obtained at our website – www.lalorsc.vic.edu.au