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.

The objective 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. 

·       Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range 

·       Leading teachers are responsible for demonstrating and modelling an outstanding level of teaching 

·       Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan 

·       Leading teachers actively promote the safety and wellbeing of all students and are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations, including child safe standards  

·       Typically, leading teachers are responsible for coordinating many staff to achieve improvements in Teaching and Learning 

·       Their focus is on the introduction of changes in methods and approaches to Teaching and Learning. However, they will also be responsible for the management and leadership of a significant area or function within the school, 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. They also manage major curriculum or student activities across the school with a high degree of independence 

·       A leading teacher has a direct impact and influence on the achievement of the school goals. These teachers provide professional support to teaching staff. 

acity of students through the implementation of the Instructional Model and improving teacher practice.At Cranbourne East Secondary College all Leading Teachers are responsible for a specific portfolio area, as defined by their role description and will: 

·       Be an active member of the Leadership Team/School Improvement Teams

·       Develop an action plan, for area of responsibility, which is consistent with the College Annual Implementation Plan and Strategic Plan. It is expected this would be completed before the beginning of the teaching year

·       Contribute to the Professional Learning Agenda and lead staff in their learning

·       Review, develop and document policies and processes consistent with the portfolio

·       Continually monitor and review progress towards goals in the AIP and Strategic Plan

·       Contribute to the development of a culture within the College of high expectations and high aspirations

·       Demonstrate a strong commitment to their own professional growth as a leader and the Performance and Development Culture of the College

·       Communicate an understanding and belief in the College Strategic Plan

·       Lead a Collegiate Team in development and review of performance and development plans

-          Ensuring that they and their Collegiate Team members goals are in alignment with College directions as outlined in the AIP and Strategic Plan

-          Assisting their Collegiate Team members in relation to targeting professional learning

-          Assisting their Collegiate Team members in the analysis of data in relation to their classroom teaching practice

-          Supporting their Collegiate Team members when they are not meeting Performance and Development Goals to improve

·       Monitor an annual budget in relation to the initiatives and priorities of their portfolio

·       Work closely with and support other Leaders and the Principal Team

·       Deputise for the Principal team when the need arises.

The Instructional Practice and Coaching Leader works as part of the leadership team to create a clear vision for the College and provide strong leadership in the implementation of the vision for teaching and learning. The Instructional Practice and Coaching Leader has a deep knowledge and expertise in high quality teaching and learning and in delivering improved achievement, engagement and wellbeing for students.

The Instructional Practice and Coaching Leader plays a key role in supporting teachers to build the learning capacity of students through the implementation of the Instructional Model and improving teacher practice.

Scope of the role:

Whole School Teaching and Learning

·       Work with the Teaching and Learning Team to develop and implementation of a Whole School Professional Learning Plan, in line with the School Strategic and Annual Implementation Plan goals

·       Development and implementation of an Instructional Coaching Action Plan, in line with the School Strategic and Annual Implementation Plan goals.

·       Continue to drive the process of embedding the instructional model into all classrooms and everyday practice. 

·       Positively promote and lead the implementation of the College Instructional Model across the College

·       Positively contribute to the implementation of the CESC Inquiry Cycle across the College

·       Support the delivery of whole school standardised testing across the school and collaborate with the Assistant Principal, Data Coach and Learning Area Leaders to analyse data  (Victorian Curriculum Assessments, NAPLAN, On Demand, PAT-R and eWrite) and ensure evidence-based intervention programs are implemented to improve student outcomes.

·       Support Learning Area Leaders and Year Level leaders to develop co-hort specific Action Plans that support improving student outcomes over the year

Coaching

·       Lead the implementation of the CESC Coaching Model (GROWTH COACHING MODEL) and build a positive climate for coaching across the College

·       Reintroduce the college¿s growth coaching model into each sub-school and build a positive climate for coaching amongst staff.

Leading professional learning

·       Prepare and present professional learning workshops to support the implementation of the CESC Instructional Model ¿ whole school, year level teams, learning areas, professional learning teams, graduate teacher forums, voluntary professional learning sessions

·       Provide professional learning sessions and resources that support the PDP process- based on the school¿s strategic plan.

·       Support Learning Area Leaders and teachers to implement PLT¿s, Observational and Learning Walks

·       Facilitate the development and collation of professional learning resources relevant to the CESC Instructional Model

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.