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Leading Teacher Range 3- Director of Pedagogy

Job posted: 24/06/2022
Applications close: 23/07/2022 (Midnight)
23 days remaining

23 days remaining

Job Description

Location: Melbourne | Western Metropolitan

Job type: Full time / From 28/01/2023 - 27/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1283937

Reference: 1283937

Occupation: Teacher

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         An understanding of high-quality teaching practice that meet the needs of highly able learners in a select entry high school

 

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

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

Other Information

Applications must include:

A specific response to the key selection criteria and position details. Preferably no more than one criterion per page.

Please attach applications including:

1. A cover sheet providing contact information including home address, email and phone number as well as the phone number of the work address at which the applicant can be contacted.

2. A CV with a summary of experience and qualifications.

3. Specific Key Selection Criteria response

4. The names, email addresses and contact details for three referees who can provide information regarding the applicant in relation to the key selection criteria.

For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment on Line.  Please also ensure that your name is included in the header of each document .

 All applicants should ensure that their personal profile on Recruitment Online is up to date

 

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

Suzanne Cory High School is the only selective entry high school in the western suburbs and one of only four selective school schools in the state of Victoria.  The current enrolment comprises 910 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools. Students are of above average ability and have high aspirations and a strong commitment to their studies.

Enrolment at Suzanne Cory High School is through an entrance examination common to all four selective entry schools in Victoria. Details about this process can be found at https://www.vic.gov.au/selective-entry-high-schools.

Our mission at Suzanne Cory High School is to develop well-rounded students that excel in all areas not just academically. Our students become students of the world, and of wide and varied disciplines. This is developed through a diverse and challenging curriculum and the teaching of our core school values of respect, aspiration and contribution.

  • Respect: W¿e develop students that have a respect for their learning, individuals, diversity and community (both locally and globally).
  • Aspiration: ¿Our students are encouraged to aspire to be lifelong and reflective learners, achieving to the best of (and beyond) their capabilities.
  • Contribution: A¿t SCHS we facilitate students to be engaged citizens who regularly and positively contribute to the local and global community around them.

 

Our students are encouraged to highlight their individuality. As a school we aim to foster individuality and inclusiveness via our SWPBS framework and through the development of relationships between staff and students and within the student body to create a whole learning community.

Our students graduate with strong connections to the school, their school house and the wider community. This is encouraged and developed through the range of extra-curricular activities our students participate in, including the house program, sport and music programs.

Suzanne Cory High School’s educative purpose is to develop the desire and ability of students to think and learn in a multifaceted manner so that all students can become engaged citizens enabled to access future learning.  We value learning that is

  • Deep: Students are challenged to construct and apply new knowledge, skills and understanding to new situations. They are encouraged to form theories, find patterns and make connections in their learning. Student’s critical, creative and higher order thinking skills are developed.
  • Challenging and accessible: We use the principles of differentiation to understand student’s entry points and devise learning programs that vary in content and product to support individual student needs.  The learning needs of all students are valued and content and skills to be developed are appropriate to those learning needs.
  • Student Centred: Students are participants in their own learning and spend the majority of their class time in active learning experiences. Links between student’s interests and the taught curriculum are encouraged.
  • Positive: Strong peer-peer and student-teacher relationships exist.  The classroom culture is productive and enjoyable with an emphasis on learning outcomes. There is an optimistic attitude and growth mindset evident in all members of the class.

The schools four-year learning program incorporates a broad based curriculum at year 9 and 10 that encourages students to maintain breadth and develop a range of thinking strategies.  In years 11 and 12 students can choose to undertake the VCE or the International Baccalaureate Diploma Program. University Extension Studies are encouraged and supported for students in year 12 who wish to access them.

All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. An extensive induction program supports new staff in their first year of the school to understand the school values and processes as well as pedagogic approaches that support the needs of highly able learners.

For more details see www.suzannecoryhs.vic.edu.au

                                                                                                                   

Director of Pedagogy

The Director of the International Baccalaureate will be a member of the Senior Leadership Team, Curriculum, Assessment & Pedagogy Team and Schoolwide Curriculum Team.

They will be responsible for

  • Leading the development of an SCHS pedagogic model that meets the learning needs of highly able learners.
  • Developing and enacting a whole school professional learning strategy to enhance classroom practice that is focussed on the teaching and learning of students in a select entry high school.
  • Developing and managing a process that facilitates teachers reflecting upon their own practice, informed by multiple sources of evidence.
  • Working collaboratively with Learning Specialists and pedagogic learning coaches to support the development of practice of staff at all levels of their career.
  • Supporting staff to develop their capacity and confidence in delivering professional learning sessions.
  • Managing staff professional development with the aim of improving teaching practice through the performance and development process.
  • Ensuring classroom practice at SCHS is evidence based and responsive to the changing needs of the school community.

 

The Director of the Pedagogy will:

  • Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data.
  • Work with the Director of Curriculum & Assessment, Director of the International Baccalaureate, Director of Engagement: Student Voice & Agency and Principal Class Officers to lead the development of a high quality approach to Curriculum, Assessment and Pedagogy.
  • Manage the professional learning budget
  • Attend after school events relevant to their role such as information sessions and prospective parent information evenings.
Leading Teacher Range 3- Director of Pedagogy

Job type:

Full time / From 28/01/2023 - 27/01/2026

Job classification:

Not provided

Contact:

Martha Goodridge-Kelly | 03 8734 2800

Leading Teacher Range 3- Director of Pedagogy