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Leading Teacher Student Engagment

Job posted: 03/08/2022
Applications close: 16/08/2022 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/11/2022 - 28/11/2025

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1289820

Reference: 1289820

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Southern 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.

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

The Student Engagement Leader will be responsible for leadership of a year level.

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

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

Gleneagles Secondary College is located in Endeavour Hills on the lands of the Kulin Nation. Although the College and the community it serves is less than 40 years old, learning communities have flourished on this land for more than 30,000 years. Since its formation the College has gained a strong reputation as a caring and community minded school built on a commitment to student-centred learning and inclusive education.

Today the College has an enrolment of 1533 students from Year 7 to Year 12. Ours is a culturally and ethnically diverse community with 50% of our students coming from a language background other than English and 5% have refugee status. Approximately 1% of our students identify as Aboriginal or Torres Strait Islander. We have a staff of over 170 representing many cultural and linguistic backgrounds. As a college we celebrate the richness that diversity brings to a community and our educational programs give voice to the different experiences of our families.

Our Vision – the why

Gleneagles Secondary College empowers learners to be confident, resilient and successful citizens who positively engage within their community and flourish as individuals.

Mission – the what

At Gleneagles Secondary College we design high quality learning experiences that develop adaptive expertise and accelerate the learning growth of every student.

Values

At Gleneagles Secondary College we value RISE Respect, Inclusion, Stamina and Excellence.

Respect - We value ourselves, others and the environment

Inclusion - We welcome and celebrate all

Stamina - We build our capacity to embrace challenges

Excellence - We have pride and confidence in everything we do

Our curriculum programs place Literacy and Numeracy at the core of our practice. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on adaptive learning skills and student wellbeing underpinned by the Victorian Curriculum in Years 7 to 10. Our Senior students are able to access a wide range of VCE and Applied Learning Programs including University enrichment courses as part of a three-year pathway to success.

Learning in all disciplines features explicit direct instruction, problem-based learning and Challenge-based work. Learning progressions are used to scaffold student learning and empower students as self-regulated learners. The focus of learning is to enable students to transfer the learning from one context to another and become adaptive learners. Student achievement is celebrated through Parent Teacher Conferences, Semester and Termly Reporting, Awards and public exhibitions.

Leadership is distributed and aspirant leader programs, mentoring and coaching offer colleagues opportunities to develop their leadership. Agile leadership practices ensure that change management is responsive and adaptive to the rapidly changing context we work in.

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, Culture and Curriculum.

Our work with students is framed by the Response to Intervention model. Gleneagles Secondary College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 support. Additional Tier 2 supports include a Hands-on Learning Program, a range of performance and arts based programs, and programs that support diversity and inclusion.

Gleneagles Secondary College is committed to developing happy, healthy and active children and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.

Under the Education State priorities and the Framework for Improving Student Outcomes our Key strategic improvement goals are:

Learning Outcomes

  • Use Data to Inform Curriculum Challenge
  • Build pedagogical Practice
  • Establish PLCs

Engagement

  • Promote student independence/interdependence/motivation
  • Include students as active participants in learning
  • Strengthen pathways

Wellbeing

  • Implement Positive Behaviour Support
  • Develop external networks of support
  • Strengthen wellbeing referral practice
Leading Teacher Student Engagment

Job type:

Full time / From 28/11/2022 - 28/11/2025

Job classification:

Not provided

Contact:

Chad Ambrose | 03 9708 1319

Leading Teacher Student Engagment