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Educational Leadership - Leading Teacher Range 3

Job posted: 27/06/2024
Applications close: 17/07/2024 (Midnight)
2 days remaining

2 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/01/2025 - 28/01/2029

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1423128

Reference: 1423128

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

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

DE 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

Ashwood High School ¿ Director of Teaching and Learning (DoTL)

Accountable to: Middle School Assistant Principal

This is a school wide position. 

The role encompasses leading curriculum planning, implementation of a viable and documented curriculum, as well as the pedagogical approaches to deliver the curriculum. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core
  • Teaching and Learning
    • Documented teaching and learning programs based on the Victorian Curriculum and senior secondary pathways, incorporating extra-curricular programs
    • Use of common and subject-specific high impact teaching and learning strategies as part of a shared and responsive teaching and learning model implemented through positive and supportive student-staff relationships.

Curriculum Development:

The position¿s focus is on the improvement of the learning program through the processes of curriculum planning and development. The holder will assume responsibility for ensuring the integration and coherence of the school¿s total curriculum as well as providing intellectual, structural, and moral support to Learning Area Coordinators. The person in this role will also assume the protection of the intellectual property of curriculum documentation on electronic filing systems. The holder will also coordinate the collation and publishing of the annual student booklists, including the implantation and smooth operations of the digital learning platforms (E.g., Edrolo, Stile, Education Perfect). The person in this role will also lead a working part to design a STEAM Curriculum to align with the opening of the STEAM and Research Centre in 2023, and support the embedding of Victorian Curriculum- Cross-curriculum Priorities, including the use of the Indigenous Garden to support learning.

Pedagogy:

The position¿s focus is on the improvement of the learning program through building enrichment, extension and enhancement provision into the curriculum and providing a teaching and learning coaching environment within the school.  The holder will assume the position of head teaching and learning coach within the school and assist staff to devise high impact teaching strategies to support teaching content and skills, as well as embedding supports for supporting students¿ literacy and numeracy development in every subject and at all year levels. This also includes the use of digital technologies to support teaching and learning.

The teacher performing this role is expected to:

General Duties

 

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

Curriculum Development:

  • Chair the Teaching and Learning Committee;
  • Develop and implement a work schedule to outline the scope of work, expectations and timelines of the Learning Area Coordinators and ensure that the priorities of the School¿s AIP and Strategic Plan are embedded in the work of the Teaching and Learning Committee;
  • Benchmark best practice in curriculum documentation and co-create curriculum templates for timelines, unit plans, scope and sequence documents with Learning Area Coordinators in line with the school¿s teaching and Learning Model, PIVOT;
  • Liaise with the Senior School Assistant Principal and Student Outcomes Leader to manage VCAA compliance in relation to curriculum provision at VCE VM;
  • In collaboration with Learning Area Coordinators, evaluate curriculum planning to ensure all students are engaged, challenged, and extended across the learning areas at each year level with a key focus on differentiation;
  • Lead and manage the implementation of the school¿s operations and policies related to student learning and achievement, e.g., Teaching and Learning Policy, Curriculum Framework Policy, Homework Policy;
  • Lead and manage the implementation of Whole School improvement strategies related to curriculum planning, documentation, including the implementation of the school¿s teaching and Learning Model, PIVOT;
  • Coordinate the framework for electronic curriculum documentation storage and routine evaluation of teaching programs so they can be accessed by teachers and students. Ensure that the school¿s intellectual property as it pertains to curriculum documentation is stored on the school¿s server and is accessible to all teachers, reviewed and updated annually;
  • Work with the Student Outcomes Leaders to coordinate curriculum in response to student standarised testing results;
  • Audit Whole School curriculum plans to ensure that social and emotional health (including the Respectful Relationships curriculum and the Victorian Curriculum Capabilities) are taught explicitly and integrated across the curriculum;
  • Audit Whole School curriculum plans to ensure that social and emotional health (including the Respectful Relationships curriculum and the Victorian Curriculum Capabilities) are taught explicitly and integrated across the curriculum;
  • Audit Whole School curriculum to ensure inclusion of Victorian Cross-curriculum Priorities:
    • Learning about Aboriginal and Torres Strait Islanders histories and cultures ¿ use Indigenous Garden resources to support this learning;
    • Learning about Asia and Australia¿s engagement with Asia
    • Learning about sustainability
  • Work closely with the Accelerated Curriculum & Enrichment (ACE) Leader to ensure all curriculum provisions for the ACE Program are embedded within the overall school curriculum plans;
  • Ensure Curriculum Handbooks are prepared by each Learning Area in conjunction with the Middle School and Senior School Assistant Principals;
  • Produce the final form of any curriculum proposals for School Council consideration;
  • Work with Learning Area Coordinators to prepare the annual booklists ¿ Years 7 to 12;
  • Be responsible for the management of Literacy and Numeracy strategies in the School;
  • To lead the design, implementation, documentation, and later review, of the STEAM curriculum, and ensure its alignment with the school¿s Strategic Plan, Annual Implementation Plan;
  • Lead staff and students in the development and integration of the STEAM curriculum to enhance teaching and learning at Ashwood High School;
  • To manage a committee of staff and students with the intention of driving best practice in STEAM education;
  • To work in conjunction with the Principal to develop and maintain partnerships with external entities for the purpose of the STEAM curriculum at Ashwood High School.

Pedagogy

  • Work closely with the Student Outcomes Leaders to ensure the DET High Impact Teaching Strategies (HITS) are embedded in the instructional practice at Ashwood High School;
  • Advise on the professional learning required for individual and groups of teachers to improve their curriculum development;
  • Alongside the Student Outcome Leaders, work with the Learning Area Coordinators and other relevant staff to:
    • fully integrate the use of digital learning technologies in the curriculum,
    • ensure higher order thinking strategies are embedded across the curriculum,
    • embed opportunities for student voice, leadership, and agency within the curriculum to promote students¿ positive experience in learning at school,
  • Ensure that all learning areas incorporate the use of purposeful learning technologies within their teaching and learning;
  • Support and lead staff in the timely acquisition and use of skills in using the Compass as a Teaching and Learning tool;
  • Provide professional development and support for staff in utilising information and communication technologies in their teaching including the development of appropriate programs;
  • Design support materials and resources for the delivery of professional learning;
  • Research, evaluate and demonstrate appropriate hardware and software to all learning areas;
  • Work closely with the Learning Area Coordinators, and the Education Resource Centre Coordinator to ensure students and staff access to electronic resources.

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

 

 

Ashwood High School ¿ Director of Assessment (DoA)

Accountable to: Middle School Assistant Principal

This is a school wide position. 

The role encompasses leading summative and formative assessment processes at the school, including reporting and devising enhanced opportunities for feedback in the classroom (student to teacher; teacher to student; and student to student). It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core.
  • Assessment
    • Systematic use of assessment strategies and measurement practices to obtain and provide feedback on student learning growth, attainment, and wellbeing capabilities
    • Systematic use of data and evidence to drive the prioritisation, development, and implementation of actions in schools and classrooms.

Assessment and Reporting:

The position¿s focus is on the improvement of feedback in the form of formative and summative assessment. This position involves leading, managing and improving the systems designed to conduct assessments, including Common Assessment Tasks, ensuring VCAA and Victorian Curriculum compliance, DET compliant reporting practices and compatible data measures. The person in this role will be responsible for overseeing all reporting processes at the school. This includes the systems maintenance via Compass; deadlines, professional learning, comment banks and report proofreading.

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description).
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Coordinate the framework for electronic assessment practices and complete routine evaluation of assessments, including their accessibility by all stakeholders ¿ students, staff, and parents/carers.
  • Ensure that the school¿s intellectual property as it pertains to assessment and reporting documentation is stored on the school¿s server and is accessible to all teachers, reviewed and updated annually;
  • Other duties as assigned by the Principal.

Assessment and Reporting

  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions as they pertain to your portfolio and align with the School¿s Strategic Plan;
  • Attend and contribute to the Teaching and Learning Committee;
  • Liaise with the Senior School Assistant Principal, Senior School Student Outcomes Leader, and the VCAA Curriculum Services Coordinator to manage VCAA compliance in relation to assessment at VCE VM;
  • Coordinate all reporting processes in the school;
  • Benchmark best practice in assessment schedules and developmental rubrics with Learning Area Coordinators;
  • Ensure Victorian Curriculum and VCAA compliance in relation to student assessment and reporting in Years 7 ¿ 12;
  • Lead and manage the implementation of the school¿s operations and policies related to student assessment and reporting e.g., Reporting Policy; Assessment Policy; Re-Sit Policy; Plagiarism Policy;
  • Ensure all assessment provides students with opportunities for success and is clearly linked to the relevant curriculum aims;
  • Coordinate the framework for electronic assessment practices and complete routine evaluation of assessments, including their accessibility by all stakeholders ¿ students, staff and parents/carers;
  • Ensure that the school¿s intellectual property as it pertains to assessment and reporting documentation is stored on the school¿s server and is accessible to all teachers, reviewed and updated annually;
  • Ensure Assessment Handbook and Reporting Handbook are prepared and reviewed annually, conjunction with the Middle School and Senior School Assistant Principals;
  • Ensure examination content (Years 7 ¿ 10) is in accordance with school policy, is of a high quality, aligned to the Victorian Curriculum standards and is consistent in style across Learning Areas;
  • Ensure teachers use formal and informal assessment as well as assessment `for¿, `of¿, and `as¿ learning to improve student engagement and plan for improved student learning outcomes using evidence;
  • Develop and implement assessment and moderation provisions in curriculum planning (FISO-E6) to ensure the impact on learning is continuously evaluated and responded to in evidence-based high impact strategies.

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

 

 

Ashwood High School ¿ Director of Enrichment and Professional Learning (DoEPL)

Accountable to: Senior School Assistant Principal

This role is a whole school position.

The role encompasses student enrichment and staff professional learning components. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core.
  • Support and Resources
    • Responsive, tiered, and contextualised approaches and strong relationships to support student learning, wellbeing, and inclusion
    • Effective use of resources and active partnerships with families/carers, specialist providers and community organisations to provide responsive support to students.

Accelerated Curriculum & Enrichment (ACE) Program:

The holder will lead the ACE Program in the school with a focus on improving the learning program through building enrichment, extension, and enhancement provision into the curriculum and ensure the ACE Program is a program of excellence. The ACE Program enhances the curriculum more broadly through the implementation and promotion of opportunities for students to engage in the wider community. It supports our high performing and high capability students (both in ACE and mainstream) through developing effective partnerships and learning activities that promote the pursuit of excellence. The role requires involvement in policy development, review, and implementation to ensure clear processes and provisions are in place for extension of mainstream students and the acceleration of students beyond Year 10, for example by participating in university subjects as part of the VCE.

Professional Learning Leader:

The leader is responsible for ensuring that Ashwood High School develops a vibrant professional learning culture where teachers learn from each other, observe one another¿s classes, and objectively assess their own professional practice through engagement in a continuous improvement cycle. The coordination of the DET PDP processes includes ensuring all staff members are engaged in a range of professional learning activities designed to improve individual practice as well as achieve the goals set out in the School¿s AIP and Strategic Plan through the consistent adoption of key improvement strategies. Designing the annual professional development program including the ongoing review and development of the School¿s Communities of Practice, the coordination and provision of new staff induction and the coordination of curriculum days including the commencement and end of school year. The Professional Learning Leader works with the Principal Class to ensure a positive organisational health profile within the school including the induction of new staff, selecting appropriate mentors and coaches for new and aspirational staff including for the VIT Full Registration application process for graduate teachers.

 

 

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

Enrichment and the ACE Program

  • Lead and coordinate the ACE Program and the Enrichment Programs in VCE; including the promotion, testing and selection of ACE Program students;
  • Liaise with the Director of Student Voice, Inclusion and Director of Teaching and Learning to ensure student voice is reflected in the teaching practice in the ACE Program;
  • Lead and coordinate the pedagogical delivery for the ACE Program;
  • Coordinate co-curricular enrichment and extension programs;
  • Coordinate the professional learning program for the ACE teaching team;
  • Coordinate the submission of a student-led ACE report page for every issue in the School Newsletter;
  • Working with the Middle School Assistant Principal, manage the ACE Promotions process, in line with policy documentation;
  • Ensure that all ACE Program documentation is up to date on the school¿s website.

Professional Learning (PL)

  • Develop and implement Peer Observations and Learning Walks within the continuous cycle of professional learning as part of the PDP process;
  • Coordinate the School¿s Communities of Practice and work with the other Leading Teachers to regularly review and renew the learning and focus of each group as they evolve;
  • Develop, coordinate, and lead the School¿s Professional Learning Program in response to the Annual Implementation Plan, Strategic Plan and teachers own zone of proximal development to ensure practice excellence is embedded in school culture;
  • Develop and co-ordinate the DET PDP program, with a focus on the identification of the professional learning needs of staff;
  • Design professional learning to support the Director of Teaching and Learning and Director of Assessment to embed the use of digital learning technologies in teacher practice, curriculum, and assessment to improve student engagement ad the development of 21st Century skills;
  • Attend and contribute to the Teaching and Learning Committee;
  • Develop frameworks that assist staff to align their individual PDP goals with school priorities, embedding the use of a range of evidence-based data to measure progress toward those goals;
  • Coordinate and monitor the provision of a range of programs to support the professional growth of staff, including:
    • Collegiate support between teachers,
    • Professional Practice Days ¿ alignment and facilitation of collegiate moderation of student work,
    • Development and provision of regular school-based professional learning for whole staff and/or small groups,
    • Facilitate access to external professional learning activities for individuals and groups.
  • Publish PL schedule on Compass and circulate relevant notifications regarding PL to staff;
  • Act as a resource to individuals in identifying PL activities available at other venues;
  • Provide advice and plan the professional learning required for teachers based on evidence-based data that includes student voice and peer observations;
  • Maintain oversight of the Professional Learning tab in Compass to approve and track staff PL;
  • Work with the Principal to ensure that VIT applicants complete all steps of the process in accordance with AITSL standards;
  • Run the process to support the induction of new staff employed at the school.

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

 

 

Ashwood High School ¿ Director of Data and School Programming (DoDaSP)

Accountable to: Senior School Assistant Principal

This role is a whole school position.

The role encompasses data analysis and school timetabling. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core.
  • Support and Resources
    • Responsive, tiered, and contextualised approaches and strong relationships to support student learning, wellbeing, and inclusion
    • Effective use of resources and active partnerships with families/carers, specialist providers and community organisations to provide responsive support to students.

Data Analysis:

The focus of this role is on demonstrating and modelling best practice in relation to collecting and using data to drive ongoing improvement. This will include supporting teachers to address the school¿s data strategy and promoting best practice in analysing all forms of school data to provide formative feedback to teachers and inform the strategic direction of the school. Leading, managing and improving data collection to identify and understand student learning growth and engagement is a key component of this role. The person in this role will take the lead in identifying the best and most reliable forms of student learning data to identify student progress. The collation, analysis, and presentation of this data to the Leadership Team and wider staff requires the position holder to have excellent skills in data communication (verbal and visual) for a range of audiences with varying understandings of the use of data to inform practice improvement. It is expected that the position holder works with the Director of Assessment and the Student Outcomes Leaders to manage various data inputs into Compass including NAPLAN data, On Demand Testing data, ACER testing data, amongst others, and work with teachers to understand and use this data to plan for student learning. The person in this role is also responsible for providing key data sets and analytical insight to the Assistant Principal responsible for DET compliance including Annual Reporting, the review and development of the Annual Implementation Plan and Strategic Planning and Review.

School Programming:

The person in this role will hold the responsibility for creating a viable timetable. This process includes the preparation of draft timetables in a timely and professional manner, consultation with the School Principal and the Assistant Principals as well as working closely with the Student Outcomes Leaders though the subject-selection process. As a member of the Approvals and Organisation Committee, the person in this role will also provide strategic advice and insight to ensure that all school-based and co-curricular activities are designed to maximise student learning outcomes and the safe and orderly running of the School. Edval and Compass are the two main platforms used for the purposes of organisation and operations. The person in this position will work closely with the Principal, Assistant Principal, and the Daily Organiser to ensure cohesion and stability within the day-to-day operations of the school.

 

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school.
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

School Programming

  • Lead and manage the implementation of school operations and policies relating to school administration and data analysis
  • As a member of the Approvals and Organisation Committee (AOC), lead and manage the implementation of whole-school improvement strategies related to school organisation;
  • Work with the wider Leadership Team, particularly the Principal Class and Student Outcomes Leaders to develop the best timetable possible within the limitations of resources;
  • Produce an effective timetable which gives a fair balance to the students¿ program, considers the school¿s goals and priorities, meets priorities as negotiated by the Director of Teaching and Learning, gives teachers a balanced workload and covers all of teachers¿ duties;
  • Ensure that adequate timetable information is provided to the School Office, Daily Organiser (DO), staff and students including notification of changes. Assist the DO where necessary;
  • As a member of the Approvals and Organisations Committee (AOC), coordinate with the Daily Organiser to oversee scheduling of School activities including exam and yard duty timetables and the timely updating of the school¿s room booking system;
  • Work with the Principal Class to develop a workforce plan and coordinate reports for the Principal Class as requested;
  • Coordinate with the Principal Class to ensure appropriate processes and timelines are followed when filling short-term teacher vacancies;

Data Analysis

  • Work with all members of the School¿s educational community to create data systems and provide analysis that support and inform best teaching practice and curriculum design, based on student identified point of need. Facilitate access and use of these data systems across the school to ensure that relevant data can be reflected upon and can inform programs, practices, and improvement initiatives;
  • Assist with the planning and evaluation of School programs by providing timely reports to the Principal Class and other School forums using data extracted from the school administration systems or provided by external organisations;
  • Responsible for collating and analysing all testing procedures in the school and supporting the Student Outcomes Leaders and the Director of Assessment to ensure online testing can be delivered and that relevant information can be coordinated for use by teaching staff;
  • Oversee the technical component associated with Departmental compliance checklists;
  • Support the Director of Enrichment and Professional Learning to develop processes that encourage all staff to collect student surveys and other data on their classroom performance, and coach teachers to analyse their own data to improve teaching practice;
  • In liaison with the Assistant Principals, coordinate data and organisation relating to the online Student-Led Conference booking system;

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.
  • Demonstrated proficiency in Edval and Compass - or a preparedness to learn these applications- is expected.

 

 

Ashwood High School ¿ Middle School Student Outcomes Leader (MSSOL)

Accountable to: Middle School Assistant Principal

This role is a Middle School (Years 7 ¿ 9) position. 

The role encompasses building teacher capacity through data-informed practices, as well as supporting students¿ holistic development via structures that enable the integration of student wellbeing, engagement, and academic outcomes. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core.
  • Teaching and Learning
    • Documented teaching and learning programs based on the Victorian Curriculum and senior secondary pathways, incorporating extra-curricular programs
    • Use of common and subject-specific high impact teaching and learning strategies as part of a shared and responsive teaching and learning model implemented through positive and supportive student-staff relationships.

Teaching and Learning:

This position¿s focus is on the improvement of the learning program through building teacher capacity to maximise student wellbeing, engagement, and achievement. The role aims to build excellence in teaching and learning through embedding a data-informed teaching and learning coaching environment for teachers within the school. The improvement of the learning program is enacted through the processes of curriculum planning and development and pedagogical coaching. The Student Outcomes Leaders will be members of the Teaching and Learning Committee. In the Teaching and Learning Committee the Student Outcomes Leaders will work with the Director of Teaching and Learning, Director of Enrichment and Professional Learning and Learning Area Coordinators to coordinate professional learning opportunities to meet the learning needs of individual staff to address the learning needs of individual students and cohorts of students.

The person in this role also is responsible for running the annual NAPLAN test, as well as bi-annual standardised testing in Numeracy and Literacy (e.g., PAT/OnDemand Testing). The person in this role will oversee DET-funded initiatives to support students¿ individualised learning (e.g., Tutor Learning Initiative, MLYNS). The Student Outcomes Leaders will also work collaboratively to plan, schedule and deliver the end of semester examinations for students in Years 7-11.

Supporting Individualised and Targeted Learning:

The Middle School Student Outcomes Leader works with the Principal Class and the wider Leadership Team to identify, implement and monitor programs and strategies to support the holistic growth of each student in the Middle School. Within the Whole School Leadership structure, the Middle School Student Outcomes Leader works collaboratively with the Director of Teaching and Learning and the Director of Enrichment and Professional Learning to use data-driven practices that support pedagogical approaches to improve student learning outcomes. Within the Mini-School Leadership Structure the Middle School Student Outcomes Leader works collaboratively with the Middle School Student Engagement, Wellbeing and Transitions Leader and Director of Student Voice, Inclusion and Agency to personalise the learning of students in all classes, as well as through the vehicle of Tutor Group. The person in this role bridges the gaps between student wellbeing, engagement and teaching and learning to ensure that the educational experience is optimised to support social and academic outcomes for each student.

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

Teaching and Learning

  • Actively work with teachers to improve their teaching practice in line with the School¿s Teaching and Learning Model, PIVOT and the DET High Impact Teaching Strategies ¿ modelling and showcasing your own lessons as well as observing and coaching teachers to improve their own practice;
  • Model exemplary use of data to measure and evaluate the effectiveness of teacher practice in improving student outcomes ¿ at the individual and cohort level;
  • Provide evidence-based feedback to teachers to inform their effectiveness and development;
  • Lead and manage the implementation of mini-school and whole school improvement strategies related to teaching and learning (in conjunction with School Leadership Team);
  • Ensure that the School¿s Teaching and Learning Model, PIVOT is implemented in accordance with the School¿s Strategic Plan and Annual Implementation Plan (AIP);
  • Alongside the Director of Teaching and Learning, work with the Learning Area Coordinators (and individual teachers) to:
    • Embed the use of digital learning technologies in the curriculum,
    • Ensure the inclusion and documentation of higher order thinking skills across the curriculum,
    • Ensure the development of research tasks that promote and develop skills in digital learning technologies,
    • Support the use implementation of developmental rubrics for all assessment tasks, enabling students to self-identify their progress and areas for improvement.
  • Be responsible for the management of the Intensive English and Intensive Maths (DET: MYLNS) and Learning Mentor (DET: Tutor Learning Initiative) programs and ensure that the strategies agreed upon are implemented by all teachers;
  • Work with the Senior School Student Outcomes Leader to:
    • Develop the end of semester Examination Timetable.
  • Coordinate NAPLAN
  • Coordinate PAT/On Demand testing occurs and work with the Director of Data and School Programming to ensure data is provided to teachers in an understandable manner to inform practice;
  • In cooperation with the Director of Teaching and Learning and Learning Area Coordinators, make recommendations regarding teaching allotments;
  • Work with the SEWTL to analyse student engagement in learning and evaluate teaching practices to identify areas for improvement based on evidence and best practice. Lead professional learning and coach teachers to improve outcomes in this area. 

Individualised and Targeted Learning:

  • Working closely with the SEWTL and SEWPL to lead the development and implementation of Individual Learning Plans for students in the Middle School through the House-based Tutor Group program. Work closely with the Tutor Group Teachers to develop their knowledge and understanding of the students in their Groups through providing data and targeted professional learning;
  • Devise programs and structures to enhance the link between student wellbeing, engagement, and achievement across all areas of the school.
     

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

 

 

Ashwood High School ¿ Senior School Student Outcomes Leader (SSSOL)

Accountable to: Senior School Assistant Principal

This role is a Senior School (Years 10 ¿ 12) position. 

The role encompasses building teacher capacity through data-informed practices, as well as supporting students¿ holistic development via structures that enable the integration between engage the student wellbeing, engagement, and academic outcomes. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core
  • Teaching and Learning
    • Documented teaching and learning programs based on the Victorian Curriculum and senior secondary pathways, incorporating extra-curricular programs
    • Use of common and subject-specific high impact teaching and learning strategies as part of a shared and responsive teaching and learning model implemented through positive and supportive student-staff

Teaching and Learning:

This position¿s focus is on the improvement of the learning program through building teacher capacity to maximise student wellbeing, engagement, and achievement. The role aims to build excellence in teaching and learning through embedding a data-informed teaching and learning coaching environment for teachers within the school. The improvement of the learning program is enacted through the processes of curriculum planning and development and pedagogical coaching. The holder will also assume responsibility for ensuring the integration and coherence of the Senior School curricula, working alongside the Director of Teaching and Learning, as well as providing intellectual, structural, and professional support to Learning Area Coordinators. The Student Outcomes Leaders will be members of the Teaching and Learning Committee. In the Teaching and Learning Committee the Student Outcomes Leaders will work with the Director of Teaching and Learning, Director of Enrichment and Professional Learning and Learning Area Coordinators to coordinate professional learning opportunities to meet the learning needs of individual staff to address the learning needs of individual students and cohorts of students.

The person in this role also is responsible for running the annual General Achievement Test (GAT), as well as assist the VCAA Curriculum Services Coordinator to schedule SAT/SAC dates as well as the annual VCE Examinations, including Year 12 Results processes. In addition, the person in this role will create the scheduling for revision classes during term holidays and VCE Practice Exams during the Term 3 break. The Student Outcomes Leaders will also work collaboratively to plan, schedule and deliver the end of semester examinations for students in Years 7-11.

Supporting Individualised and Targeted Learning:

The Senior School Student Outcomes Leader works with the Principal Class and the wider Leadership Team to identify, implement and monitor programs and strategies to support the holistic growth of each student in the Senior School. Within the Whole School Leadership structure, the Senior School Student Outcomes Leader works collaboratively with the Director of Teaching and Learning and the Director of Enrichment and Professional Learning to use data-driven practices that support pedagogical approaches to improve student learning outcomes. Within the Mini-School Leadership Structure the Senior School Student Outcomes Leader works collaboratively with the Senior School Student Engagement, Wellbeing and Pathways Leader and Director of Student Voice, Inclusion and Agency to personalise the learning of students in all classes, as well as through the vehicle of Form Group. The person in this role bridges the gaps between student wellbeing, engagement and teaching and learning to ensure that the educational experience is optimised to support social and academic outcomes for each student.

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

Teaching and Learning:

  • Actively work with teachers to improve their teaching practice in line with the School¿s Teaching and Learning Model, PIVOT and the DET High Impact Teaching Strategies ¿ modelling and showcasing your own lessons as well as observing and coaching teachers to improve their own practice;
  • Model exemplary use of data to measure and evaluate the effectiveness of teacher practice in improving student outcomes ¿ at the individual and cohort level;
  • Provide evidence-based feedback to teachers to inform their effectiveness and development;
  • Lead and manage the implementation of mini-school and whole school improvement strategies related to teaching and learning (in conjunction with School Leadership Team);
  • Ensure that the School¿s Teaching and Learning Model, PIVOT is implemented in accordance with the School¿s Strategic Plan and Annual Implementation Plan (AIP);
  • Alongside the Director of Teaching and Learning, work with the Learning Area Coordinators (and individual teachers) to:
    • Embed the use of digital learning technologies in the curriculum,
    • Ensure the inclusion and documentation of higher order thinking skills across the curriculum,
    • Ensure the development of research tasks that promote and develop skills in digital learning technologies,
    • Support the use implementation of developmental rubrics for all assessment tasks, enabling students to self-identify their progress and areas for improvement.
  • Work with the Middle School Student Outcomes Leader to:
    • Develop the end of semester Examination Timetable.
  • Work with the VCAA Curriculum Services Coordinator to:
    • Oversee the SAC/SAT Scheduling in the Senior School
    • Coordinate General Achievement Test
    • Coordinate VCE Review Sessions in Term Breaks
    • Coordinate VCE Practice Exams in Term 3 Break
    • Oversee Processes VCE Examination Period
    • Coordinate Year 12 Results processes.
  • Coordinate PAT/On Demand testing occurs and work with the Director of Data and School Programming to ensure data is provided to teachers in an understandable manner to inform practice;
  • In cooperation with the Director of Teaching and Learning and Learning Area Coordinators, make recommendations regarding teaching allotments:
  • Work with the SEWPL to analyse student engagement in learning and evaluate teaching practices to identify areas for improvement based on evidence and best practice. Lead professional learning and coach teachers to improve outcomes in this area. 

Individualised and Targeted Learning:

  • Working closely with the SEWPL to lead the development and implementation of Individual Learning Plans for students in the Senior School through the Form Group program. Work closely with the Form Group Teachers to develop their knowledge and understanding of the students in their Groups through providing data and targeted professional learning;
  • Devise programs and structures to enhance the link between student wellbeing, engagement, and achievement across all areas of the school.

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

 

Ashwood High School - Middle School Student Engagement Wellbeing & Transitions Leader (MSSEWTL)

Accountable to: Middle School Assistant Principal

This is a Middle School (Years 7 ¿ 9) position. 

The role encompasses the establishment of processes that support student wellbeing, engagement, behaviour management in the Middle School, as well as overseeing the Year 7 Transitions program. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core.
  • Engagement
    • Activation of student voice, leadership, agency, leadership and learning to strengthen students¿ participation and engagement in school
    • Strong relationships and active partnerships between schools and families/carers, communities, and organisations to strengthen students¿ participation and engagement in schools.

Student Engagement, Wellbeing and Behaviour Management

The Middle School Engagement, Wellbeing and Transitions Leader (MSEWTL) collaborates with the Middle School Assistant Principal and Middle School Student Outcomes Leader. The MSEWTL is responsible for leading the School¿s House-based student management structure in the Middle School. They work closely with the four House Coordinators to support student engagement in learning. The MSEWTL also liaises with the Careers Coordinator, International Student Program (ISP) Coordinator, Student Leadership Coordinator, and the wider Student Wellbeing Team (School Psychologist, School Nurse and School Chaplain) to ensure the support of all students in the Middle School. The person in this role will support the school with the running of student engagement events, including the School Colours process. The primary focus of the role is to develop proactive policies and practices that promote positive student engagement to build student pride and achievement across the Middle School.

Year 7 Transitions

The holder of this position will collaborate with the Middle School Assistant Principal to run the Year 7 Transitions Program at Ashwood High School. This includes liaising with primary schools to gather data on students transitioning into Ashwood High School, planning Year 7 Statewide Orientation Day, as well as developing and running the Year 7 Transitions Program. It also encompasses the construction and maintenance of supplementary materials (e.g., instructional videos on frequently asked `How To¿s¿ (e.g., how to open a lock); A-Z Booklet on Transitions to High School) that support students in their transition to high school and enables parents/carers to engage as key stakeholders in the process.

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

Student Engagement and Wellbeing

  • Work with the Director of Student Voice, Inclusion and Agency and House Coordinators to develop an outline of activities that promote student participation in House activities e.g., Swimming Carnival, Athletics Carnival, House Performing Arts Festival. Ensure that the House culture is firmly embedded within the school;
  • Work with the Middle School Student Outcomes Leader, House Coordinators and Tutor Group Teachers to develop a rigorous and engaging program for Tutor Groups focused on building student¿s agency in learning
    • Contribute to the provision of curriculum that takes account of the diversity of students and access to equal opportunity strategies;
  • Work closely with the School Psychologist to ensure individualised support plans are in place for identified students and identify relevant professional learning for staff to ensure these students are supported;
  • Establish processes to monitor and minimise the risk of student disengagement and build the capacity of students to self-regulate their behaviour;
  • Support House Coordinators in the construction of Attendance Plans for those students whose attendance is below the expected level;
  • Ensure learning, health and wellbeing are focused on providing appropriate group-based and individual student support;
  • Develop and promote parent/carer information sessions and provision of specialised services for students and their families within the Middle School;
  • Communicate relevant student records (e.g., engagement, wellbeing, participation, absence) to the Middle School Assistant Principal alongside the details of provisions made for these students including; intervention plans and Absence Learning Plans that have been enacted to support (e.g., Census Audit documentation);
  • In collaboration with the Director of Student Voice, Inclusion and Agency, devise programs and approaches within the Middle School aimed at promoting positive student engagement, improving processes, and increasing opportunities for student participation in the Middle School;
  • Work with the School¿s Director of Data and School Programming to use data, including student and parent feedback, to regularly review the effectiveness of student engagement, wellbeing, and transitions programs within the Middle School;
  • Lead the Middle School Team to address complex social barriers to participation in learning and develop strategic partnerships to plan joint actions and build collective responsibility to monitor student progress at regular intervals.
  • Work closely with the Middle School Assistant Principal to ensure mandatory reporting processes are followed;
  • Assist in the preparation and delivery of Presentation and Awards Ceremony;
  • Confirm Middle School Awards and assist in the coordination of Whole School Presentation events;
  • Together with the SEWPL, run the annual School Colours application process.

Student Management

  • Lead and support the House Coordinators and Tutor Group teachers to effectively manage and promote the School¿s House-based structure for student academic progress, student management and engagement in the Middle School;
  • Liaise closely with Assistant Principals, the Senior School Student Engagement, Wellbeing and Pathways Leader, House Coordinators and Tutor/Form Group Teachers to ensure a coherent overall School strategy pertaining to student discipline and learning support is in place and consistently implemented;
  • Lead the regular evaluation of Student Engagement, Wellbeing and Transitions in the Middle School, including transition to secondary school at Year 7 and to the Senior School at the end of Year 9;
  • Oversee the storage and maintenance of appropriate and relevant student records within the Middle School including student management records, transition information, and attendance. Ensure the validity of records and develop systems that safe-guard privacy whilst also ensuring staff are best informed to support students learning and wellbeing needs;
  • Work with the Director of Enrichment and Professional Learning and the Middle School Student Outcomes Leader to ensure the provision of relevant professional learning for staff in relation to the stages of learning and positive student management to promote an inclusive learning environment;
  • Work closely with and actively support the House Coordinators in all matters relating to student management including:
    • Enforcement of the School¿s Uniform Policy;
    • Locker allocation;
    • Coordinator¿s Detention Program;
    • Provision of reliable information to the Middle School Assistant Principal regarding serious student infringements;
    • Identification of students requiring greater support for positive engagement;
    • Development of individualised intervention and support plans for students based on their needs;
    • Providing support at parent meetings.
  • Coordinate procedures within the Middle School that promote attendance, punctuality, and accurate roll-marking and that ensure the safe and orderly entry to classes for all students.

Transitions

  • With the Middle School Assistant Principal, coordinate the Grade 6 to Year 7 Transition Programs;
  • Assist in the planning and organising of Parent Information Evenings;
  • Coordinate the organisation of co-curricular events such as the Year 7 BBQ and other events in the Middle School;
  • Keep staff informed as to activities and outcomes associated with student success in the Middle School;
  • Assist the Principal Class with student enrolments and exits in the Middle School.

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

 

 

Ashwood High School - Senior School Student Engagement Wellbeing & Pathways Leader (SSSEWPL)

Accountable to: Senior School Assistant Principal

This is a Senior School (Years 10 ¿ 12) position. 

The role encompasses the establishment of processes that support student wellbeing, engagement, behaviour management in the Senior School, as well as overseeing student pathways. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core.
  • Engagement
    • Activation of student voice, leadership, agency, leadership and learning to strengthen students¿ participation and engagement in school
    • Strong relationships and active partnerships between schools and families/carers, communities, and organisations to strengthen students¿ participation and engagement in schools.

Student Engagement, Wellbeing and Behaviour Management

The Senior School Engagement, Wellbeing and Pathways Leader (SEWPL) collaborates with the Senior School Assistant Principal and the Senior School Student Outcomes Leader. The SEWPL is responsible for leading the School¿s Year Level-based student management structure in the Senior School. They work closely with the three-Year Level Coordinators responsible for student management as well as the Director of Student Voice, Inclusion and Agency to support student inclusion in learning. The SEWPL also consults with the Careers Coordinator, International Student Program (ISP) Coordinator, Leadership Coordinator, and the wider Student Wellbeing Team (School Psychologist, School Nurse and School Chaplain) to ensure the support of all students in the Senior School. The person in this role will support the school with the running of student engagement events, including the School Colours process. The primary focus of the role is to develop proactive policies and practices that promote positive student engagement to build student pride and achievement across the Senior School.

Student Pathways

The person in this role oversees the processes that support student pathways, both into the Senior School, and upon the completion of secondary school. This includes the organisation of subject information evenings, including Years 9 into 10 and Year 10 into 11; supporting the Careers and Pathways Coordinator in the organisation and delivery of the Careers Fair, and organising the subject selection process of students from Years 10 in 11 and Years 11 to 12.

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

Student Engagement and Wellbeing

  • Work with the Year-Level Coordinators and the Student Voice, Agency, and Leadership Coordinator to develop an outline of activities that promote student participation in Whole School House activities e.g., Swimming Carnival, Athletics Carnival, and House Performing Arts Festival. Ensure that the House culture is firmly embedded within the Senior School;
  • Work with the Senior School Student Outcomes Leader, Year-Level Coordinators and Student Voice, Agency and Leadership Coordinator and the Careers and Pathways Coordinator to develop a rigorous and engaging program for Form Groups focused on building student¿s agency in learning and preparedness for their futures post school,
    • Contribute to the provision of curriculum that takes into account the diversity of students and access to equal opportunity strategies.
  • Work closely with the School Psychologist to ensure individualised support plans are in place for identified students and identify relevant professional learning for staff to ensure these students are supported;
  • Establish processes to monitor and minimise the risk of student disengagement and build the capacity of students to self-regulate their behaviour;
  • Oversee the School Colours process, together with the MSEWTL;
  • Ensure learning, health and wellbeing are focused on providing appropriate group-based and individual student support;
  • Develop and promote parent/carer information sessions and provision of specialised services for students and their families within the Senior School;
  • Communicate relevant student records (e.g., engagement, wellbeing, participation, absence) to the Senior School Assistant Principal alongside the details of provisions made for these students including; intervention plans and Absence Learning Plans that have been enacted to support (e.g., Census Audit documentation);
  • In collaboration with the Student Voice, Agency and Leadership Coordinator lead working parties within the Senior School aimed at promoting positive student engagement, improving processes, and increasing opportunities for student participation in the Senior School;
  • Assist in the preparation and delivery of Presentation and Awards Ceremony;
  • Confirm Senior School Awards and assist in the coordination of Whole School Presentation events;
  • Coordinate the organisation of co-curricular events such as Elevate Education Parent Information Sessions and other events in the Senior School;
  • Lead the Senior School Team to address complex social barriers to participation in learning and develop strategic partnerships to plan joint actions and build collective responsibility to monitor student progress at regular intervals. Work with the Middle School Engagement, Wellbeing and Transitions Leader to ensure these plans are informed by any work or collaboration that occurred previously. 
  • Work closely with the Senior School Assistant Principal to ensure mandatory reporting processes are followed.

Student Management

  • Lead and support the Year Level Coordinators and Form Group teachers to effectively manage and promote the School¿s year level-based structure for student academic progress, student management and engagement in the Senior School;
  • Liaise closely with Assistant Principals, the Middle School Student Engagement, Wellbeing and Transitions Leader and Year Level Coordinators to ensure a coherent overall School strategy pertaining to student discipline and learning support is in place and consistently implemented;
  • Oversee the storage and maintenance of appropriate and relevant student records within the Senior School including student management records, transition and pathway information, and attendance. Ensure the validity of records and develop systems that safeguard privacy whilst also ensuring staff are best informed to support students learning and wellbeing needs;
  • Work with the Professional Learning Leader and the Senior School Student Outcomes Leader to ensure the provision of relevant professional learning for staff in relation to the stages of learning and positive student management to promote an inclusive learning environment;
  • Work closely with and actively support the Year-Level Coordinators in all matters relating to student management including:
    • Enforcement of the School¿s Uniform Policy,
    • Locker allocation,
    • Coordinator¿s Detention Program,
    • Provision of reliable information to the Senior School Assistant Principal regarding serious student infringements,
    • Identification of students requiring greater support for positive engagement,
    • Development of individualised intervention and support plans for students based on their particular needs,
    • Providing support at parent meetings.
  • Coordinate procedures within the Senior School that promote attendance, punctuality, and accurate roll-marking and that ensure the safe and orderly entry to classes for all students.
  • Oversee the End of Year Preparation Program and subject selection processes for the Senior School.
  • Oversee the development of Individual Education Plans (IEPs) for individual students in the Senior School.

Pathways and Community

  • With the Middle School Student Engagement, Wellbeing and Pathways Leader, Senior School Student Outcomes Leader and the Year 10 Coordinator coordinate the Year 9 to Year 10 Promotion Program;
  • With the Senior School Assistant Principal, coordinate the Year 9 to Year 10 Transition Program;
  • Work closely with the Student Outcomes Leader and the VCAA Curriculum Services Manager to:
    • Oversee pathway and subject selection in the Senior School including the confirmation of individual students¿ selections (Liaise with the School Operations and the Director of Data and School Programming to ensure all Edval data sets are correct for this process),
  • Lead the regular evaluation of student engagement, wellbeing, and pathways programs in the Senior School, including transition from the Middle School at Year 10 and entry into positive pathways upon leaving school. Work with the Director of Data and School Programming to use data, including student and parent feedback, to ensure reviews are evidence-based and informed by various sets of data
  • Assist in the planning and organising Parent Information Evenings within the Senior School.
  • Keep staff informed as to activities and outcomes associated with student success in the Senior School;
  • Assist the Principal Class with student enrolments and exits in the Senior School and ensure that diligent student tracking systems are in place to validate pathways data for DET reporting.

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

 

 

Ashwood High School ¿ Director of Student Voice, Inclusion and Agency (DoSVIA)

Accountable to: Middle School Assistant Principal

This role is a whole school position.

The role encompasses the establishment of processes that support student voice, inclusion, and agency within and outside of the classroom. It presumes leadership of FISO 2.0 initiatives and dimensions pertaining to the following key elements:

  • Leadership
    • The strategic direction and deployment of resources to create shared goals and values; high expectations; and a positive, safe, and orderly learning environment
    • Shared development of a culture of respect and collaboration with positive and supportive relationships between students and staff at the core
  • Engagement
    • Activation of student voice, leadership, agency, leadership and learning to strengthen students¿ participation and engagement in school
    • Strong relationships and active partnerships between schools and families/carers, communities, and organisations to strengthen students¿ participation and engagement in schools

Student Voice and Agency

The holder of this position will work to devise opportunities for students to communicate their ideas and opinions, thereby enabling students to have greater power to take responsibility for their learning. This will be achieved through enhancing the current opportunities for students to be involved in their education experience, for example through leadership opportunities, in assemblies and via co-curricular activities. Critically, this will also involve working within the Leadership Team to devise processes to support students to have great input and therefore greater independence and self-regulation in their own learning.

Inclusion

 

The holder of this position will provide support for the inclusion of all students in their educational experience at Ashwood High School. This role will involve working with staff to support their inclusive educational practices, use Individual Education Plans, improve their differentiation, and reflect on the accessibility of their curriculum and assessment for all learners in their classroom.  

The teacher performing this role is expected to:

General Duties

  • Provide high-level educational leadership in the school community and beyond;
  • Provide a significant presence as member of the School¿s Leadership Team;
  • Support the Administration of the School and all other leaders of the school in ensuring all school policies are implemented;
  • Build and maintain effective teams and develop cooperative working relationships that produce excellence in teaching, learning and student engagement and wellbeing;
  • Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential;
  • Provide high-level professional assistance to other teachers and to participate in, actively promote and support teacher review and appraisal, including opening their classroom to other teachers, visiting classes, and providing feedback;
  • Show a strong commitment to developing their own ICT skills and actively use and encourage the use of digital learning technologies by others within the classroom;
  • Actively contribute to and support a broad range of co-curricular activities including Ashwood Revealed (Open Night), parent information evenings, VCE information sessions, student award functions, school celebrations e.g., art exhibition, music concerts and the Musical Production;
  • Demonstrate high-level communication skills and professional behaviour when interacting with parents, students, and colleagues;
  • Play a leading role in the initiation, planning and management of significant change in response to new educational directions such as those outlined in the DET Framework for Improving Student Outcomes and the School¿s Strategic Plan;
  • Evaluate school performance against the relevant FISO 2.0 Domains and provide a clear pathway to identifying priorities, researching, and trialling new strategies, resourcing, and ensuring ongoing monitoring of effectiveness of FISO 2.0 Improvement Cycle within their portfolio;
  • Demonstrate an appreciation and understanding of the learning, motivational and academic needs of students and a proven capacity to work effectively with them and the adults with whom they come into contact, using appropriate problem-solving techniques;
  • Demonstrate personal qualities of confidentiality, empathetic understanding, warmth and genuineness, patience, tact, self-acceptance, openness, reliability, and assertiveness, as well as being non-judgemental, supportive, positive, encouraging, and respectful of the dignity of people;
  • Promote and encourage student input, participation, and ownership within the school;
  • Adopt a flexible attitude in relation to the educational leadership portfolio (position description). 
  • Initiate, plan and manage relevant change in response to DET directions and the School¿s AIP and Strategic Plan;
  • Lead and manage the implementation of school initiatives and policies relating to curriculum;
  • Publish an article in each issue of the School Newsletter;
  • Develop and implement strategies in relation to DET survey data in relation to areas of responsibility;
  • Ensure material relating to areas of responsibility is on the school website;
  • Other duties as assigned by the Principal.

Specific Duties

Student Voice

  • Assist Assistant Principals with the preparation and delivery of Student-Led Assemblies;
  • Expand upon the current community engagement programs offered to our students;
  • Provide forums where students can develop and display leadership skills, i.e., Management of assemblies, meetings, activities, and lunchtime activities;
  • Collect data to evaluate the success of co-curricular programs at Ashwood High School;
  • Establish an ongoing training program to develop leadership skills such as communication skills, facilitating meetings, taking minutes, public speaking, and teamwork skills in student leaders;
  • Co-ordinate the Student Representative Council (SRC);
  • Meet with the SRC on a regular basis;
  • Organise and meet with sub-committees of the SRC and associated student clubs on a regular basis;
  • Provide guidance where necessary regarding decisions made by the SRC;
  • Oversee the SRC administration and fundraising;
  • Liaise where necessary between the SRC, school administration, staff, and student body;
  • Ensure the School Captains and Vice Captains have significant roles in student representation, having their ideas/proposals discussed thoroughly;
  • Support the student leaders attending School Council and Education Sub-Committee, as well as other student leaders at meetings they may be required to attend;
  • Oversee specific student-led fundraising activities i.e., Casual Dress Days;
  • Oversee, co-ordinate and document Program Budget(s) relating to Student Leadership and Community Engagement. 

Inclusion

  •  
    • Work with the Director of Teaching and Learning to devise processes that support staff in their differentiated teaching strategies ¿ including by demonstration, modelling, and peer observation;
    • collaborate with mini-schools, teachers, and the Program for Students with Disabilities (PSD) Coordinator to deliver appropriate adjustments for students;
    • ensure each student with a disability and additional needs has a quality individual education plan (IEP) that incorporates student voice in setting learning targets;
    • have oversight of IEPs across the school, and ensure the school meets obligations for students who are required to have an IEP;
    • build staff capacity to understand, develop and implement IEP;
    • promote a culture of high expectations and aspirations for the learning of students with disability or additional needs, including students identifying as twice exceptional or gifted;
    • Work collaboratively with Assistant Principal and PSD Coordinator to complete Nationally Consistent Collection of Data (NCCD) on students with disabilities;
    • Work with the Assistant Principals and PSD Coordinator to transition the school into the new disability inclusion model of funding.
    • Support the International Student Program (ISP) Coordinator to ensure inclusion of International students at Ashwood High School.

Promoting Student Agency in Learning:

  • Lead and manage the implementation of operations and policies related to student learning and achievement and ensure that students have a significant voice in their development and review;
  • Assist the Student Outcome Leaders in the development of a high-quality Tutor Group/Form group program that incorporates the development of student agency in learning;
  • Develop opportunities for students to become collaborators in their learning at all levels of the school;
  • Working with other members of the Leadership Team, design structures to support student feedback in the classroom (student-to-student; student-to-teacher; teacher-to-student);
  • Oversee the provision and procedures for supplementary programs e.g., Duke of Edinburgh, Alpine School, Victorian School of Languages;
  • With the Assistant Principals, convene student forums to inform program reviews and develop improvement strategies to promote student agency in learning;
  • Devise and implement strategies aimed at promoting student success and keep staff informed as to activities and outcomes associated with student success;
  • Lead the implementation and review of the School¿s Homework Policy;
  • Coordinate student learning support programs including:
    • The after-school study program, Middle and Senior School Study Hall,
    • Catch-up sessions for the completion of assessment tasks / learning tasks across both mini schools
  • Work closely with the Leadership Coordinator to develop and implement student leadership programs in the Middle School;
    • Ensure that the horizontal Student Leadership Council is founded and in operation in the Middle School
    • Oversee the coordination and management of the Student Representative Council (SRC) and related activities;
  • Promote and develop student voice initiatives and opportunities for participation in the life of the school including student forums and student feedback surveys ¿ particularly the Attitudes to School Survey for Middle School students;
  • Build student interest in leadership and promote their development through targeted program including the Bogong Leadership Camp;
  • Assist in the application process to select and confirm student leaders through a transparent process of application, interview, and appointment.

Expected Competencies

  • Demonstrate high-level oral and written communication skills when interacting with students, parents, and colleagues;
  • Develop cooperative working relationships and demonstrate effective and dynamic teamwork;
  • Appreciate the learning and wellbeing needs of students, especially in relation to the community context;
  • Demonstrate personal qualities of emotional intelligence, professionalism and confidentially;
  • Contribute to a positive, challenging, caring and supportive school community.

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

Ashwood High School was recognised in 2021 as one of the `Top 10 Government Schools¿ in Victoria for VCE results where the median study score was 33.  Ashwood High School is an aspirational co-educational secondary school providing an outstanding all-round educational experience, encouraging, inspiring and cultivating students to be positive contributors to our world.

 

Having served as an integral part of the community since 1962, Ashwood High School interweaves traditional values with a contemporary understanding of education. Our state-of-the-art facilities are situated on a 17 ha site with spacious, unparalleled grounds. A major building program is underway for the construction of a new Senior School STEAM and Research Centre.

 

We develop critically aware, reflective, resilient, confident and independent learners for life. We are proud of our strong sense of community and provide a welcoming, safe, secure, and orderly learning environment.

 

The school has established the necessary preconditions ¿safety, high expectations, routines and authentic relationships ¿ to actualise an environment where students are afforded opportunities to celebrate success in all its forms. Our substantial awards and recognition program runs throughout the school with an emphasis on student voice and agency.

 

We believe deep learning is facilitated by outstanding teaching. This occurs when all learners are actively engaged in a variety of differentiated and challenging learning tasks that are academically rigorous. 

 

We value the whole person, and are committed to creating positive, adaptable and socially aware citizens of the world. Our students are provided with an outstanding array of extra-curricular activities to cultivate student talent across what we believe are the four elements of a GREAT school:

  • Strong emphasis on Academic Excellence
  • Sporting Excellence program
  • Significant commitment to the Creative Arts
  • Focus on Civics, Citizenship and Leadership.

 

As members of the Ashwood High School community, staff and student behaviours are informed by our School Vision and Motto: `Vision Inspired Action¿ and guided by our school `CHOIR¿ values:

  • Community of learning and trust
  • High Expectations ¿ Aspire to your personal best
  • Optimism, reflection and resilience
  • Innovation, creativity and sustainability
  • Respect for teachers, students, school and self-respect.

 

Our school¿s motto, `Vision Inspired Action¿, is reflected in the behaviours and actions of staff, students, parents and partners. Together, we are committed to creating and sustaining a proud school culture of empowerment and excellence based on mutual respect. Deep learning is facilitated through outstanding teaching that is strengthened by supportive and authentic relationships. The Ashwood High School community is proud of our students¿ achievements, contributions to the community, conduct, personal presentation, courtesy and manners

 

We encourage our students to develop responsibility for their own learning, progress and behaviour. We foster collaboration and cooperation with shared expectations of success.

 

Ashwood High School is committed to providing innovative teaching and learning strategies. We are dedicated to establishing supportive and authentic relationships to ensure our students enjoy learning and achieve their full potential.

 

Our school is committed to realising student wellbeing, engagement and achievement through focused effort on four priorities for continuous school improvement:

  • Enhancing student culture 
  • Growing pride and achievement
  • Valuing staff and building capacity
  • Increasing positive parental and community engagement.

 

Over the past few years, Ashwood High School has undergone significant transformation and is experiencing the highest demand for enrolment in the history of the school. This growth has led to the creation and implementation of two mini schools in 2021: Middle School (Years 7-9) and Senior School (Years 10-12). This structure enables the ages and stages of learning to be fostered, developed and celebrated.

Educational Leadership - Leading Teacher Range 3

Job type:

Full time / From 28/01/2025 - 28/01/2029

Job classification:

Leading Teacher Range 3

Contact:

Dr Brett Moore | 9807 1333

Educational Leadership - Leading Teacher Range 3