Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1484071
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.
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.
Leading Teacher
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.
Role Specific - Sub School Leader
¿ Lead, manage and support a sub-school at Buckley Park College, to ensure that our strategic priorities are being met
¿ Promoting and implementing the Student Wellbeing and Engagement (SWE) Framework and a restorative practices approach to student management.
¿ Oversee relevant Behaviour Support Plans / De-escalation plans (as required), collaborating with wellbeing and learning support.
¿ Have strategic oversight of the Homegroup program at the sub-school level, ensuring they are engaging, robust and targeted to benefit a cohort, class, or individual.
¿ Lead and manage the implementation of the Subschool operations and policies related to student learning and achievement, and ensure that students have a significant voice in their development and review
¿ Ensuring the administrative and technical functions of the sub-school programs (transitions, pathways, assessment, examinations, VCAA, VASS, etc) operate and are led effectively.
¿ Communication with families, teachers and the community and actively engage with and connect these groups
¿ Oversee the care and well-being of the students in the sub-school
¿ Model exemplary use of data to measure and evaluate the effectiveness of teacher practice in improving student outcomes, at the individual and cohort level
¿ Provide high-level coaching and leadership for the sub-school team of Year Level Coordinators
¿ Work closely with their assistant principal to build the capacity of the sub-school team of year-level coordinators to ensure consistency and connections across the year levels and oversee the implementation of all strategic programs.
¿ Collaboratively lead the work of the regular sub-school meetings to build a culture of shared sub-school responsibility
¿ Under the active leadership of the AP, the Sub-School will support coordinators for high-level discipline, well-being, or family issues.
¿ In consultation with the Wellbeing team identify and link students at risk with relevant support programs and alternate learning programs
¿ Further develop the College approach to student engagement and wellbeing by planning and implementing strategies and programs to boost school connectedness
¿ Develop a targeted program for each Year Level that addresses students¿ point of need and promotes agency in learning with a focus on high expectations and positive outcomes
¿ Facilitate the implementation of processes and programs that enhance student voice, agency and leadership
¿ Facilitate and lead year-level activities such as education / Engagement/Wellbeing programs, assemblies, awards nights, information evenings, and camps
¿ Deliver professional learning to build staff capacity, coach and mentor staff in developing and implementing programs for students and staff relating to student management and wellbeing.
¿ Model high-level instructional practice with an ongoing 'open classroom' approach
¿ Participate in the College Leadership team to ensure that a focus on your leadership growth and development is valued and nourished.
¿ At all times, represent the Buckley Park College community with pride and integrity
¿ Other Duties as directed by the Principal
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.
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.
The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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
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.
Buckley Park College has provided exceptional learning opportunities to students from Essendon and surrounding suburbs since 1963. "Build Your Wings", the school motto, symbolises the important role the school plays in nurturing the academic and personal development that prepares young people for successful and happy futures. Many former students have gone on to become leaders within industry, the professions and the community.
Buckley Park College is a medium sized, single campus, co-educational school for students from years 7 to 12. Large enough to offer a challenging and diverse curriculum, the school is small enough to foster individual development.
At Buckley Park College, students have a comprehensive and cohesive learning experience. The knowledge, skills and understandings they require to successfully progress and go on to further study are systematically developed over the course of their secondary education. At every step, highly qualified and committed teachers challenge, encourage and support students to achieve high academic results in both core and co-curricular programs while fostering their growth into adulthood and citizenship.
The school's commitment to ongoing professional development of staff ensures that learning remains vibrant and relevant to the world which students will enter after graduating.