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Leading Teacher - Victorian Curriculum

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

3 days remaining

Job Description

Location: Melbourne | Cranbourne

Job type: Full time / From 03/10/2022 - 27/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1284093

Reference: 1284093

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Cranbourne

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

Any enquiries during the school holidays, please contact Mr Simon Sherlock via email :

Simon.Sherlock@education.vic.gov.au

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

Hallam Senior Secondary College is located in Hallam on the lands of the Bunurong and learning communities have flourished on this land for more than 30,000 years.  The current College has been on this site since 1971 and is going through exciting change.

Over the next 4 years;

  • HSSC will be reorganised and expanded to cater for growing demand in Melbourne’s south-east and give families certainty they will have a quality local school for their entire secondary schooling journey.
  • The school will progressively move from a Year 10-12 to a Year 7-12 school from Term One 2023, allowing it to increase enrolments
  • Renaming and rebranding of the school as it takes on a Year 7-9 cohort, with neighbouring secondary school zones adjusted to accommodate the new student intakes
  • The school’s current strengths at senior level in vocational education and its Sports Academy to be supplemented by a broader offering of VCE subjects for its growing student cohort.
  • Partnerships with Timbarra P-9 and Doveton P-9 College will be maintained, to deliver clear pathways into Hallam for the senior secondary years

Over the next 5 years the new school will benefit from significant investment by the Victorian State Government. Our aim is to create a school that is;

  • a true learning community
  • a safe, calm and happy environment
  • a place students wish to attend, staff want to work and parents feel welcome
  • fulfilling student potential
  • preparing students for life beyond school

We will be a medium sized College serving a culturally and ethnically diverse community. Our size will enable us to know every student and offer a range of programs that are more commonly found in a large school.

Our Vision – the why

At HSSC we empower all students to become capable, caring and confident individuals and active and informed citizen.

Mission – the what

At HSSC we ensure the delivery of a comprehensive high quality education program so that all students

i) acquire the knowledge, skills and capabilities they need including those defined by the Victorian Curriculum and senior secondary pathways, and

ii) develop the capabilities necessary to thrive, contribute and respond positively to the challenges and opportunities of life

Values

At HSSC we value Achievement, Care and Equity.

The Hallam Learning Compass

Our Vision, Mission and Values are translated into action through the Hallam Learning Compass.

The HSSC Learning Compass uses the metaphor of the “learning compass” to show the types of competencies students need to successfully navigate towards the future we want, individually and collectively.

Just as a compass orients a traveller, the Learning Compass indicates the knowledge, skills, attitudes, and values students need not just to weather the changes in our environment and in our daily lives, but to help shape the future we want. We have a rigorous focus on;

Attitudes and Values - the principles and beliefs that influence one’s choices, judgements, behaviours and actions on the path towards individual, societal and environmental well-being

Core Foundations

•             cognitive foundations, which include literacy and numeracy, upon which digital literacy and data literacy can be built

•             health foundations, including physical and mental health, and well-being

•             social and emotional foundations, including moral and ethics

Skills - cognitive and metacognitive skills; social and emotional skills; and practical and physical skills

Student Agency - the capacity to set a goal, reflect and act responsibly to effect change

Wellbeing – collective wellbeing (connected to community)

Transformative competencies - creating new value, reconciling tensions and dilemmas, and taking responsibility

Knowledge - disciplinary, interdisciplinary, epistemic & procedural

Our curriculum programs privilege Literacy, Numeracy and health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus learning skills 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 and HeadStart as part of a three year pathway to success.

The College has three Centres of Excellence that enrich and extend the curriculum. These are;

  • Sports Performance
  • Arts and Performance
  • Technology Innovation

Students in the Junior Years will have access to the Centres of Excellence and can enrol in the programs for their Senior Pathway.

Our Senior students are able to access the Hallam Valley Trade training Centre which provides a wide range of applied learning courses on site.

Our evidence-based approach to learning and teaching is informed by the work of John Hattie, Dylan Wiliams and Richard Elmore, and a close working relationship with faculty members of the Melbourne University Graduate School of Education and Monash University Faculty of Education.  Our balanced pedagogical approach draws on Hattie and Donoghue’s Model of Learning, the OECD Learning Compass 2030, and the Universal Design for Learning framework.

The professional growth of staff is facilitated through Professional Learning Communities, Professional Growth Teams and Professional Learning Sessions. These platforms accelerate the development of contemporary pedagogy through the use of collaboration, mentoring, observation and feedback, including from colleagues and students, by incorporating these practices into the core role of teachers and creating the conditions to enable teachers to engage in them.

Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.

The College is committed to developing happy, healthy and resilient learners 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.

Leading Teacher - Victorian Curriculum

Job type:

Full time / From 03/10/2022 - 27/01/2026

Job classification:

Not provided

Contact:

Simon Sherlock | 03 9703 1266

Leading Teacher - Victorian Curriculum