Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1484358
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.
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.
Role Specific ¿ Teaching and Learning Leader
1) Work collaboratively with the other appointed Instructional practice coaches in addressing the goals in the school strategic plan
2) Assist in implementing the Victorian and Teaching Learning (VTLM) model across the school.
3) Assist in supporting Collaborative structures across the school, including Structured Domain time and Professional learning Communities
4) Oversee the continual development and review of the Guaranteed and Viable Curriculum across the school.
5) To lead the Teaching and Learning Team to strategically plan and achieve whole school implementation of curriculum and assessment
6) Ensure Summative and Formative Assessment is captured in the GVC
7) Oversee the use of Essential Learnings from the Victorian Curriculum are linked to all planning and assessment documentation.
8) Ensuring effective Rubrics and progression is mapped out for all summative and formative assessment.
9) Ensuring that all Learning areas and capabilities are addressed in Curriculum planning documentation
10) Undertaking a whole school; curriculum review with relevant subject offerings and timing for subject areas.
11) Overseeing a curriculum accreditation process in maintaining a continuous improvement cycle for the GVC
12) To support the Domain Leaders to follow up on teaching and learning requirements for documented curriculum, documented assessment and reporting
13) In conjunction with the Leadership Team, oversee a whole college review of assessment practices to ensure assessment and reporting is catering for a wide range of student abilities and teachers are actively involved in assessing for learning, and of learning
14) Working with Domain Leaders to ensure that all teachers are following the documented curriculum and unit plans
15) To lead the assessment and reporting process with consistent procedures and structures to monitor student learning and assessment, the reporting of student achievements to meet departmental guidelines that is done in a timely manner that takes into the account the needs of students, parents, staff and the wider community
16) Strengthen planning for differentiation across all subject areas. Planning for challenge in learning for all students (support/extension).
17) Strengthen confidence and accuracy of teacher judgements
18) Facilitating the moderation of student work across all subject domains.
19) Participate in the College Leadership team to ensure a focus on your own leadership growth and development is valued and nourished
20) At all times, represent the Buckley Park College community with pride and integrity
21) 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.