9 days remaining
Location: Melbourne | Eastern Metropolitan
Job type: Full time / From 24/04/2023 - 23/01/2026
Organisation: Education and Training
Salary: Salary not specified
Occupation: Education and Training
Reference: 1336775
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.
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.
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:
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Forest Hill College has two Sub Schools: Middle Years (7-9) and Later Years (10-12)
The Leader of each Sub School will be an outstanding leader of students, programs and staff. They will be responsible for the effective and efficient administration of the Sub-School and for the overall learning, engagement and wellbeing of students
Develop maintain and regularly review College and DET policy relating to students engagement:
Review, evaluate and respond (set targets) to data related to student learning, engagement and wellbeing.
Develop a comprehensive action plan for the Sub-School that is in alignment with the School's strategic intent and DET directions.
Oversee implementation of the College Learning Culture and ensure that the College Learning Culture is adhered to by students and staff
Develop, document and maintain processes and procedures to support the implementation of the learning culture and develop a culture of high expectations
Establish clear expectations and protocols for the Year Level Leaders when dealing with students
Develop and maintain positive relationships with parents and care givers to enable them to engage in and support the learning of students in the Sub School
Lead, staff and students to ensure that quality programs and events are a focus of the Sub School and College Culture
Work with the Program Leaders and Wellness Leader to ensure a high level of support for students through appropriate student management, course modification, counselling and pastoral care
Lead the implementation of the Semester Exam periods for the Sub School
VCAA responsibilities
Lead the successful implementation of the College's Course Selection processes.
Set agendas for team meetings, provide agendas, materials and minutes for meetings and monitor staff attendance at required meetings
Manage student enrolment into the Sub School and maintain accurate records and databases
Lead and present professional learning in relation to student engagement and wellbeing for sub school team, support staff and teaching staff
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.
At Forest Hill College our vision is “to inspire passionate, positive and curious learners”.
We are a school committed to the development of young adults that can thrive in the 21st Century with a suite of skills that include high levels of literacy and numeracy, curiosity, critical thinking, digital literacy, creativity, resilience, mindfulness and a growth mindset. The College has a reputation for inspiring students to achieve their personal best and generating great pride in their school.
The staff at Forest Hill College create a culture of high expectations which inspire students to build confidence in themselves as learners.
With a student body numbering 550 including 20 International Students our students journey through our two Sub Schools. Students in Year 7 enter the College via our dedicated Year 7 space, the William Barak Centre, where they participate in the Leonardo Project.
The Year 8 and 9 experience is supported by the Middle Years learning centre, where Year 8 students participate in the Science and Innovation based Galileo Project and Year 9 students engage in a breadth of elective subjects to assist them generate their Later Years curriculum pathway choices.
The Later Years program is facilitated by a contemporary Later Years Centre. These learning centres and tailored learning programs ensure Forest Hill College has a well-developed school culture and sense of belonging.
The mindset that fosters guided risk taking and a strong sense of student voice is cultivated through our commitment to Positive Education. The development of character strengths and a growth mindset are a key focus.
Full time / From 24/04/2023 - 23/01/2026
Not provided
Nicky Buckingham | 9814 9444