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Leading Teacher - Engagement & Wellbeing (Prep-Year 6)

Job posted: 27/06/2024
Applications close: 21/07/2024 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2027

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1422889

Reference: 1422889

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Melbourne | Western 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.

SC6       Demonstrated commitment and capacity to actively lead whole school improvement initiatives in the area of Engagement and Wellbeing.

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

School Improvement
- Collaborate with Executive team to set SSP & AIP Targets. 
- Identify and lead major Engagement & Wellbeing initiatives, such as SWPBS, Respectful Relationships implementation, Attendance processes that are supported by data analysis. E.g. Panorama, Attitudes to School, Attendance data, Compass (including suspensions, detentions and exits), Student Voice, Community Events, etc. 
- Support Whole School Curriculum initiatives.  
- Support Staff Wellbeing.
- Design and deliver professional learning opportunities identified as a priority and that are aligned to the AIP.
- Support in the development of goals and evidence in the P&D process for selected members of staff.
- Support processes to promote reflective practice and professional growth, i.e. Learning Walks, Peer Observations, Shadowing, Mentoring, etc.
- Support a strong school and home learning relationship thorough strengthening  engagement with parents.

Teaching and Learning
- Collaborate with other Leaders to ensure an evidenced based approach to Engagement & Wellbeing that caters for all students¿ needs including elements of social and emotional learning in planned units.
- Effective monitoring and analysis of college data (Tier 1, 2 & 3) to inform Engagement & Wellbeing with a focus on growth and improvement.
- Co-develop early identification process of students identified as " at risk "  of disengaging. 
- Lead working parties - Respectful Relationships/SWPBS/Koori, etc.
- Collaborate with Wellbeing team to implement positive behaviour strategies, i.e. SWPBS, Berry Street, Respectful Relationships, Restorative Practices, Zones of Regulation, etc.
- Provide professional learning and collegiate support to build staff capacity by attending PLCs, visiting classrooms, conducting observations, mentoring, modelling, coaching and effective feedback in 1:1 and group situations. 
- Support with induction of new staff members regarding wellbeing, management and Compass expectations.
- Support staff in the reporting process, e.g. PD on report comments, drafting, and expectations.
- Support development of school documentation, i.e. Staff Handbook, Parent & Volunteers Handbook, etc.
- Support Year 6/7 Transition and manage selected student transitions (in & out).

Management & Administration
- Organise and chair various meetings - Year Level Leaders Meetings, Staff Forums, etc.
- Liaise with leadership team to establish a Professional Development & Meeting Calendar.
- Embed processes to support consistent implementation of SWPBS & orderly learning environment (including student management), implementing a staged approach to promote positive behaviours, working collaboratively with the Wellbeing team, Year Level Leaders, and staff and maintaining a presence across the college.
- Second escalation of high-level student/parent issues.
- Oversee, monitor, and promote school attendance.
- Attend, support and oversee Wellbeing Team (Counsellors) work and meetings.
- Support Wellbeing team in ensuring compliance with Child Safe Standards.
- Liaise with SWOs, SSS and agencies to support student wellbeing. E.g. DFFH, Child Protection.
- Oversee Student Voice and Student Leadership initiatives, including organising End of Term assemblies.
- Coordinate weekly P-6 assemblies. 
- Drive Compass and PULSE implementation - liaise with admin and daily org to ensure correct attendance data is kept.
- Organise weekly YLL meetings (P-6).
- Maintain and monitor Chronicle data/Pulse, detentions and suspensions. 
- Support administration of Attitude to School Survey.
- Support and oversee events, e.g. RUOK? Day, Specialist Expo, etc.
- Support end of year process - formation of new classes, organisation of Step Up, Meet the Teacher, etc.
- Organise and monitor Start Up Program.
- Assist in organisation of Year 6 graduation ceremony.
 

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 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: brett.west@education.vic.gov.au

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:

 Child Safe Standards: Policy | education.vic.gov.au

DE Values

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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

Brookside College is located in Caroline Springs on the lands of the Wurundjeri People and the Kulin Nation. Although the College and the community it serves is relatively young, learning communities have taken place on this land for more than 30,000 years.

Founded as part of the multi-campus Caroline Springs College in 2000, Brookside College became a separate legal entity in 2012. Since its formation, the College has gained a strong reputation as a caring and community minded learning school built on a commitment to student-centred learning and inclusive education.

Today the College has an enrolment of 1150 students from Prep to Year 9 and a staff of 135. Ours is a culturally and ethnically diverse community with 55% our children coming from a language background other than English and 1% of our children coming from an Aboriginal or Torres Strait Islander background. As a College, we celebrate the richness that diversity brings to a community and ensure our educational programs give voice to the different experiences of our families.

Our Vision – the why

“Brookside College empowers every learner to fulfil their potential and positively shape the future.”

Mission – the what

“At Brookside College we design high quality learning experiences that build on learner strengths and needs to help them develop their talents, passion and purpose.”

Values

Rights, Respect, Resilience and Relationships

Our curriculum programs place Literacy, Numeracy and Empowerment at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on 21st Century Learning Skills underpinned by the Victorian Curriculum Capabilities and student agency.

Literacy is delivered through explicit direct instruction including a phonics program in the early years. Reading is a feature of every classroom, supported by classroom libraries. Numeracy is delivered through a balanced pedagogy that combines explicit direct instruction and problem-based learning. Learning in all other disciplines features explicit direct instruction, problem-based learning and project-based work. Student achievement is celebrated through Parent, Teacher and Student Conferences, Reporting, Awards and public exhibitions.

Our Digital Technology learning program brings real world learning to students and provides opportunities for students to demonstrate their creativity and problem solving skills. Students are further able to develop their talents and passions through our Performing Arts (Prep-2) and Music (Years 3-9) programs, whilst student health and resilience is developed through the Stephanie Alexander Garden Program (Years 3-4), the Food Technology Program (Years 5-9) and the Health Program (Prep-9). Our Year 9 ‘Futures’ and Electives Programs further aim to equip our students with many of the skills and competencies they need to shape the future.

Student leadership, voice and agency is central to our work. Students have multiple opportunities to make decisions about their own learning and the direction of the College more generally. Student Action Teams drive improvement in the areas of Community, Teaching and Learning, Environment and Student Engagement and Wellbeing.

The College is committed to developing happy, healthy and resilient children and we have invested significantly in a range of specialist programs underpinned by the Berry Street Education Model, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices. Our work with students is framed by the Response to Intervention model, where student needs are identified and specifically targeted. Additional supports provided by the college include a Hands on Learning Program that has been nationally recognised as a model of excellence, a dedicated Student Wellbeing space called “The Zone” and our Inclusive Education Centre, “The Hub”.

Leading Teacher - Engagement & Wellbeing (Prep-Year 6)

Job type:

Full time / From 28/01/2025 - 26/01/2027

Job classification:

Leading Teacher Range 3

Contact:

Violeta Dellidis | 03 7379 1555

Leading Teacher - Engagement & Wellbeing (Prep-Year 6)