Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Alpine
Reference: 1539119
Location Profile
Bright P12 College
Including - Dinner Plain Campus (winter months only)
School Profile
Purpose Statement:
We exist to provide a stimulating learning environment that enables every student to build core skills and pursue opportunities for achievement and excellence in order to best prepare them for their individual life journeys.
The College, situated within a unique natural environment and bolstered by an inclusive, supportive community, continuously strives to nurture the health and wellbeing of each student and staff member while fostering creativity, inspiring growth and building capacity and character.
College Values:
Bright P-12 College is committed to providing a culture of inspiration, wellbeing and achievement amongst students and staff in their academic, creative, social, citizenship and sporting pursuits.
The College has adopted the School Wide Positive Behaviour model, and utilises a clearly defined Decision Matrix for Behaviour Management.
Location:
The College is set in 10 hectares of landscaped grounds in the tourist township of Bright, which is situated in the picturesque Ovens Valley, 310km north east of Melbourne. The nearest major city, Wangaratta is 80km to the west and Albury/Wodonga 110km north-west. Magnificent Alpine country and river valleys offer a wide variety of year-round activities including skiing, bush walking, bike riding and a wide range of sports.
The College's population comprises approximately 240 primary and 270 secondary students enrolled from the Bright township and the neighboring towns of Porepunkah, Harrietville and Wandiligong. The College and Primary schools in these towns form the Alpine Cluster, and work cooperatively on transition, sports programs and a range of common interests. The College also operates a campus at Dinner Plain during the winter ski season that caters for students living on the mountain during this time.
The College coordinates four buses, which transport students from the Buckland Valley, Ovens, Harrietville, Wandiligong and Porepunkah. Approximately 200 students (P-12) are transported on these school buses.
Demographics:
The College began as a primary school on its present site in 1865. The original handmade brick building constructed in 1876 is still utilised. The evolution to a P-12 College in the 1990s followed a long period as a primary school and Higher Elementary school.
The major industry in Bright is tourism, replacing tobacco and timber that were the major agricultural industries. Fruit, nuts and wine grapes are now established primary industries. Due to the changes in technology and work, has enabled many families to make a tree-change to Bright and often relocating their workspace to the area.
The college caters for students funded through the Students with Disabilities Program. These students range from Level 1 to Level 4.
Other Significant Factors:
There is a strong commitment to providing a wide range of programs, including:
An Arts & Technology program incorporating music, visual arts, visual communication, wood/metal technology, food and fabric and instrumental & classroom music
Outdoor Education programs from Year 9 to Year 12.
Opportunities to represent the school in various competitive sporting events.
VCE programs are currently enhanced with VET Engineering, Hospitality, Beauty, Building & Construction, Music, Health Services and Sport & Recreation.
Careers advice and support from Year 9.
Skiing and snowboarding, including a Race Team which competes at State and National levels
Strong parent and community support is evident in classrooms, through involvement in fundraising activities and membership of College Council and its sub-committees. This support is evidenced in the primary area for the delivery of Literacy programs. The College has developed strong relationships with many community groups within the local area.
The College runs an extensive Languages program from Prep to Year 12:
Japanese immersion program in lower Primary year levels, with Japanese being studied right through Primary school
Japanese, German and Indigenous Studies in the Secondary area.
Exchange programs to Japan and Germany by students, teachers and parents.
3 month German scholarship Program
The engagement of language assistants to support delivery of programs.
An Outside School and Vacation Care Program provides a valuable service to families and is managed by TheirCare.
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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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
Other Information
- 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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.