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Educational Leader - House Leadership

Job posted: 24/06/2022
Applications close: 21/07/2022 (Midnight)
21 days remaining

21 days remaining

Job Description

Location: Geelong

Job type: Full time / From 27/01/2023 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1285192

Reference: 1285192

Occupation: Teacher

Salary Range: Salary not specified

Work location: Geelong

Selection Criteria

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

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

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.

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

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.

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

DET Values

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

Other Information

Please note that the roles and responsibilities for this position may be modified according to the new leadership structure that will be in place in 2023 at Belmont High School.

1. This Classroom Teacher position requires the relevant qualifications to be met and the ability to teach in this area from Year 7 through to Year 12 as required. Teachers may also on occasions be required to teach outside their preferred method(s) in order to provide the school with curriculum flexibility. Teaching in the school’s Accelerated Learning Program may also be required.

2. All teachers are expected to have a working knowledge of the School Strategic Plan, its Goals and Priorities, and to contribute through participation on various teams to the implementation of the Strategic Plan.

3. Teachers will belong and contribute positively to Domain and House teams, a range of other professional learning teams and will be expected to take part in other Specific Task Teams that work toward school improvement.

4. All teachers have a duty of care and responsibility for student wellbeing. Through belonging to a House, and in general interaction and development of positive relationships with students, teachers are expected to respond to, and play a significant role in monitoring and supporting the wellbeing and personal growth of students in their care.

5. All teachers are expected to participate in the Performance and Development Program and will be assigned a Designated Officer who will work with them in the development of their goals and priorities, and professional learning.

6. The effective integration of Learning Technologies into classroom practice is ongoing at the school and teachers are expected to demonstrate their commitment and capacity to implement e-learning in their classrooms.

7. Belmont High School has an outstanding and highly regarded co-curricular program and all teachers are expected to play an active role supporting students in this area.

8. Teachers are expected to have an awareness of current educational initiatives and priorities and contribute to ongoing school improvement.

 

Educational Leaders

All Educational Leaders are responsible for:

Role modelling exemplary teaching and learning practices

Leading and managing the implementation of whole-school improvement initiatives related to the Strategic Plan and school priorities

Leading and managing the implementation of whole school improvements strategies related to overall planning and delivery;

Leading and managing staff performance and development (review of staff);

Leading and managing the development of the school’s assessment and reporting functions;

Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

Responsibility for general discipline matters beyond the management of classroom teachers;

Contributing to the overall leadership and management of the school

Developing and managing the school code of conduct.

 

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.

Vaccination Requirement

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

Location Profile

Belmont High School is a large single campus co-educational secondary school south of the Barwon River in the regional city of Geelong with enrolments of 1268 students. We share boundaries with Roslyn Primary School and the Barwon Valley School (a specialist setting) and have had increasing cooperation and sharing with both in recent years. Camp programs operate at the school owned Tanybryn Campsite in the beautiful Otway Ranges.  We have onsite access to BioLAB (the Victorian BioScience Education Centre) that specializes in human performance and sport.

A vertical House (pastoral care) system operates for all year levels and is pivotal in delivering management, leadership and wellbeing for students and teachers. The Year 9 Strive Program also supports pastoral care for students with the provision of a significant teacher, and community and pathways based curriculum, as well as a camping program.  We are an RTO to support the delivery of VET programs at the school for our own and other school students and offer students VCE and VCE Vocational Major programs.

Significant leadership opportunities for students at both junior and senior levels of the school exist and an extensive co-curricular program supported by teachers exists to value add to students’ experiences. This includes many opportunities for overseas travel increasingly with a community focus, including World Challenge. The school has also consistently been the top school in the Geelong region in inter school carnivals and team sport and has a very large and successful music and performance program.

The student population has become more culturally diverse over the past five years. The international student program adds to the cultural mix with students beginning their study in Australia with a school based EAL program in our English Language Centre prior to studying at appropriate year levels with mainstream students

We have experienced continued growth in enrolments as a result of interest in our programs, and pathways at the senior end of the school as well as our growing international fee paying program.  

The school is accredited to offer a Select Entry Accelerated Learning Program, which has now operated for a number of years, and the school operates a student support centre for funded and unfunded students who require additional literacy and numeracy support. The Middle Years program caters for students in Years 7 and 8 and provides an innovative and engaging curriculum and pedagogy with a literacy and numeracy focus and individual learning plans for students.  We offer two languages (Italian and Indonesian) both of which are growing in enrolment and both of which have sister school partnerships that see reciprocal visits.

A small but active parent association conduct monthly meetings that see guest speakers from program areas in the school give regular presentations, and our School Council regularly sees the need for an election. To support our students we employ a Mental Health Practitioner as part of our Student Wellbeing Team. A Health Centre staffed by a Nurse is also connected to the student wellbeing area.

The Leadership consists of the Principal and 3 Assistant Principals with discrete portfolios and 12 Educational Leaders – 8 House Leaders and 4 Leaders of Learning. All Educational Leaders have a shared responsibility for addressing the goals of the AIP and SSP.

Role

THE HOUSE LEADER
The House Leader is responsible for overseeing the academic and social development of students within the House. As part of the pastoral care role, the House Leader encourages students, monitors academic performance, counsels and assists individuals with specific issues. The House Leader gets to know families well, and takes a personal interest in each young person’s growth and development. The partnership between student, family and school is at its strongest through the House system. Parents are encouraged to establish strong links and relationships with their child’s House Leader. Through this partnership and relationship, the grounds for strong and successful academic performance are in place as well as for the personal development and enjoyment of life at Belmont High School.

HOUSE LEADERSHIP
House Leaders will work closely with, have the support of, and be accountable to, the Assistant Principal/s with responsibility for this area of school operation.
House Leaders will be responsible for:
- The academic progress, and social and emotional wellbeing of students in the House
- Management of student conduct and support for teachers with individual student management plans
- Developing partnerships with families to support the academic and social development of students in the House, including leadership of Student Support Group meetings
- The development of innovative programs and practices to engage and support students
- The development of a team culture and `spirit’ within the House, and the creation of a unique identity for their House, and the building of a sense of belonging for both students and staff
- Wellbeing and orientation support for House staff
- Supporting and teaming with other House Leaders
- Contributing, with the team of House Leaders, to the development of a shared vision for the House system and implementing change and improvement
- Promotion and advocacy for Belmont High School, its House system and its students and staff within our broader community
- Understanding of the School Strategic Plan, alignment of core work with the plan, and accountability for progressing the goals and targets
- Building their own leadership capacity and developing their own professional development plan
- Building the capacity of their team of teachers (student welfare, management, leadership etc) as well as building the capacity of others to learn and share the core work of this position (mentoring)
- Managing/using the data available for their students (learning outcomes, attitudes to school, Student Mapping Tool etc) and working with the Middle Years, Year 9/10, VCE, VCAL, Post Compulsory and Pathways, Domain and SEALP coordinator to develop ILP’s for targeted students.

 

Activities

A considerable number of school activities are organised at the House level.
- Year 7 and 8 classes (with the exception of electives and Language classes) are conducted in House groups
- Form Assemblies and House Assemblies
- Year 9 STRIVE program
- Athletics, Swimming and Cross County/Fun Run Carnivals are conducted in House groups as well as the House Music Competition and other House sporting competitions
- Students attend camp (Year 7, 9 and 12) in House groups
The House system also provides the opportunity for many social activities for students. House Leaders and teachers regularly organise House barbecues, theatre nights, dinners, bowling, football and video nights. Each House has a Year 12 valedictory dinner in the second half of the year to celebrate their students time at the school.
All students in the House have the opportunity to become involved in a variety of activities and committees. Each House has Year 12 House Captains, Sport Captains and Music Captains, as well as a House Council that discusses issues raised by students, plans events and makes decisions in relation to the full range of House activities. Each House also has representatives on the school SRC. Houses participate in social service projects often raising money for community purposes. Several Houses have supported foster children in other countries. Students also participate in the production of their end of year House magazine.
Senior students are encouraged to take on a range of House leadership roles, run committee meetings, assist with junior sporting teams, initiate, and manage House activities. They are often a great support for the House Leader and work closely as a team. Participation in House administration provides real-life experiences and contributes valuably to their curriculum vitae.

 

Educational Leader - House Leadership

Job type:

Full time / From 27/01/2023 - 26/01/2028

Job classification:

Not provided

Contact:

Rowan O'Callaghan | 03 5243 5355

Educational Leader - House Leadership