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Leading Teacher Range 3

Job posted: 19/06/2022
Applications close: 02/07/2022 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 27/01/2023 - 27/01/2027

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1283827

Reference: 1283827

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

Selection Criteria

Data and analytics role

SC1      Highly skilled classroom practitioner with expert knowledge of the Victorian 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 track data that supports the planning and implementation of high quality teaching strategies across the school. Demonstrated ability to analyse data and 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.

 

Position 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 learning and developing individual and team performance and 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.

 

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

DET 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

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.

Vaccination Requirement

A person is not eligible for employment in the Teaching Service unless that person meets the vaccination requirements on commencement in the position.

Location Profile

Bridgewood Primary School and Integrated Child and Family Centre opened in January 2018.  Located in the Cardinia Shire, this new school provides for families within Pakenham and Officer, including emerging estates within the south east growth corridor.  Bridgewood complements the overall Officer Education Precinct, located adjacent to the site shared by Officer Secondary College and Officer Specialist School.

Through strong local governance and partnership, Cardinia Shire agreed to contribute land (0.4ha) and a $3 million capital investment towards this facility, to build and deliver a fully integrated child and family centre within the school setting. The Shire contracted Early Childhood Management Services to manage and deliver the kindergarten services.  The early learning spaces are within the same building as the Foundation learning space, facilitating full integration of early learning and primary schooling. There is shared planning space for Kindergarten and Foundation staff, supporting professionals to collaborate and deliver enhanced learning, development and wellbeing opportunities for every child and family.

Bridgewood Primary School caters for Foundation to Year 6 students housed in four Learning Communities. The school is designed for a long-term enrolment in excess of 450 students with a peak enrolment of approximately 900. Enrolments for term one 2022 are predicted to be 600 - 650 students, F-6.  The Integrated Child and Family Centre comprises two Kindergarten rooms (three and four year old kindergartens) and a community space along with consulting rooms for Maternal and Child Health and visiting practitioners.

Bridgewood Primary School is part of a ground breaking precinct that is the embodiment of lifelong learning and community ownership. At the heart of this facility, it is recognised that the child is a competent learner from birth and this will drive professionals to deliver opportunities that encourage children to expand their capacities and deepen their understanding of the world.  There are high expectations for every child.

Cardinia Shire has been instrumental in establishing support for this type of joined up approach. As a fully integrated facility, it allows for first contact at birth with the provision of fully operational Maternal and Child Care Health service, continuing through the availability of a range of parenting support programs including community and supported playgroups, new parents groups, Kindergarten, and specialist services such as speech and language, early intervention, Out of School Hours Care and primary schooling.

In addition to our strong partnership with the Cardinia Shire, Bridgewood is also fortunate to be supported through a partnership with the Colman Foundation, Our Place.  A Community Engagement Coordinator was employed in 2018 through Our Place to support Bridgewood’s commitment to community engagement.  A second Community Engagement Team member was employed in 2019.

Teaching spaces allow for full implementation of a Professional Learning Community (PLC) approach.  Learning Community Mentors (teachers) use a cycle of Diagnose, Intervene and Evaluate to frame their PLC inquiries.  Learning Communities are designed around modifiable spaces that accommodate varied teaching and learning approaches, fluid groupings, and shared ownership.  Responsibility for student learning across the community is shared by the team of mentors. 

A high level of collaborative skills are necessary for effective teaching and learning within the learning communities at Bridgewood.  Teaching methods used are evidence-based and consistent throughout the school. We plan to further activate student agency within learning and student voice within the community.  

The Bridgewood Primary School Vision is ‘Improving outcomes for every child, every day’.

Our commitment to student growth and achievement is paramount.  Our teaching and learning programs are rigorous and consistent throughout the school.  We have a strong focus on fundamental skill development, as well a deep commitment to applied learning.  Teachers at Bridgewood commit to a PLC approach, which means a high level of collaboration. They commit to ongoing continuous improvement.   

Bridgewood is a Leader In Me site.  We have adopted Stephen Covey’s 7 Habits of Highly Effective People/ Franklin-Covey’s 7 Habits of Happy Kids throughout the school.  All teaching staff receive training in the 7 Habits. The language of the 7 Habits is used throughout the school and explicit lessons are taught as well as the language being embedded throughout the school.

Our specialist programs for 2022 will be Art, Physical Education, Chinese, Music and STEM.
 

Leading Teacher Range 3

Job type:

Full time / From 27/01/2023 - 27/01/2027

Job classification:

Not provided

Contact:

Kerry Coffey | 03 8766 9400

Leading Teacher Range 3