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.

Key elements of the portfolio: Leading Teacher Engagement and Connectedness (Middle Years)

The Leading Teacher of Engagement and Connectedness (Middle Years) works as part of the leadership team to create a clear vision for the College as well as analyse the needs of the students within the middle years and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students. The Engagement and Connectedness (Middle Years) leader has

·    a deep knowledge and expertise in leading and managing a cohort of students and a team of teachers.

·    proven capacity to work collaboratively with families and the community.

·    proven capacity to provide a safe and orderly learning environment for improved achievement, engagement, and connectedness.

·    proven capacity to build and maintain a highly effective and cohesive teams.

·    proven capacity to maintain consistent high expectations for all stakeholders, based on the college processes, procedures, and policies.

Scope of the role:

·   Development and implementation of re-engagement programs within the Middle Years, in line with the School Strategic and Annual Implementation Plan goals.

·   Implementation of proactive programs to improve the social, emotional, and physical wellbeing of students within the Middle Years.

·   Work in partnership with external stakeholders to reengage students into education in a variety of educational settings.

·   Oversee the creation of a documented curriculum that meets the needs of at-risk and disengaged students.

·   Implementation of the College Instructional Model.

·   Implementation of the College policies, processes and procedures within the Middle Years that lead to a safe and orderly learning environment that contributes to the achievement of improved student outcomes and engagement.

·   Lead the implementation of consistent high expectations for all stakeholders, based on the college processes, procedures, and policies.

·   Explore, develop, and support appropriate pathways for students within the Middle Years.

Responsibilities:

·   Using a range of student data and working in collaboration with Learning Area Leaders and the Leadership Team, lead work in developing and overseeing appropriate learning plans for students or cohorts of students.

Lead the school:

·   To develop effective, documented processes and procedures in alignment with our Student Engagement Policy and DET initiatives around multi-tiered systems of support to support our work in achieving the strategic vision for the school including improving student connectedness.

·   To proactively address the academic, social, and emotional needs of the students within Middle Years

·   To record and communicate these needs, as appropriate, to staff securely and effectively.

·   To support teachers to implement appropriate pedagogical strategies to accommodate the learning needs of students including by working closely with the students, parents / carers, teachers, learning area leaders and the Education Support Inclusion Team.

·   By further developing the skills and attributes of staff in effectively responding to the behaviours and learning needs of students

·   To engender student behaviours and presentations that reflect our values of Respect, Growth, Achievement and Responsibility

·   Develop and implement effective transition programs for students into, within and beyond the Middle School.

·   Inform and actively support the work of the School Improvement Team to improve student outcomes and school wide targets as per our target schedule.

·   Develop and implement strategic and proactive initiatives to increase engagement, attendance, connectedness, and safety for the students in the Middle Years.

·   Professionally engage with Professional Learning Teams to ensure a coherent strategic direction is developed and implemented across the school in relation to Wellbeing, Learning, Engagement, and connectedness.

·   Design and implement programs/events that effectively cater for the academic, social, and emotional development and parent / carer learning e.g., Parent Workshops.

·   Implement and evaluate the work connected with our Annual Implementation Plan and refine it as appropriate

·   Ensure the Principal Class Team is informed and consulted as appropriate, regarding activities/events and challenging student / community / staff matters.

·   Ensure all reports are read, students at academic risk are identified and a process implemented to address areas of concern.

·   Ensure all key events related to the role are well planned and implemented.

·   Ensure timely and appropriate documentation complies with DET and school protocols.

·   Communicate with parents regarding student wellbeing, student learning and student engagement in a timely manner.

·   Implement proactive and responsive intervention and engagement practices across the Middle Years.

·   Provide accurate reports to School Council around work in the areas of wellbeing, learning, engagement, and connectedness.

·   Manage budgets in alignment with the role.

·   Plan, chair, and lead meetings as per meeting schedule. Distribute agendas and minutes for these meetings in a timely manner.

·   Liaise with Year Level Leaders to ensure consistent processes and practices across the Middle Years.

·   Model, lead and support the use of the CESC Inquiry Cycle in the meetings to improve student outcomes.

·   Meet with the overseeing Assistant Principal to review the progress towards your targets and goals.

·   Meet regularly with Year Level Leaders to monitor the progress towards set goals.

·   Regularly visit homegroup and classes to observe teaching practice and student learning behaviours.

·   Engage personal professional development as a leader. This will involve being up to date with current research and the Department of Education priorities, policies, guidelines, and resources.

·   Annually review the impact of all intervention programs to ensure they are enhancing growth in student outcomes and engagement.

·   Positively support the year level student leadership and student voice program.

·   Regularly meet with the Wellbeing team to discuss at risk students.

·   Promote the year level's experiences and activities via social media, web site, magazine, and newsletter.

·   Actively contribute to whole school curriculum days and professional learning programs.

·   Other duties as directed by the College Principal/ Assistant Principal.

Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.

Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction. Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

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

The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department's Values complement each school's own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the department values is available at:

 https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.