Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1483892
Carrum Downs Secondary College has a growing enrolment of 950 students and in excess of 100 staff. CDSC fosters a supportive learning environment where every young person is supported to achieve their very best and to embody the values of Respect, Effort and Integrity.
The college offers a broad program culminating in a wide variety of subjects offerings within the VCE and the VM VCE certificates. The core focus of the college is on developing strong Literacy and Numeracy skills and to ensure every student has an understanding of the diverse pathway options available to them and are able to access and pursue the pathways they enjoy. Students are encouraged to have a voice and agency over their learning. The College boasts an extensive Student Leadership Program along with a host of extra curricula programs including: Instrumental Music, Sport, Performing and Creative Arts and our Aspire Enhancement Programs.
Our new STEAM building was recently added to further enhance our exceptional facilities, which also includes an on-site student run café, auditorium, new Senior Centre and modern twin court gymnasium and weights room.
Our cutting-edge teaching programs, positive student relationships and wide-ranging learning experiences makes being a staff member at Carrum Downs Secondary College an appealing place to be. We are focused on reducing administrative burden on our staff and supporting all teachers to improve their classroom practice. We achieve this through providing all staff with access to high quality professional learning and opportunities to take on additional responsibilities and to grow.
At Carrum Downs Secondary College we are passionate that every student achieves their very best. We aim to enhance the intellectual, physical, social and emotional development of all students and to support their learning growth. We strive to create and maintain a positive, caring and safe learning environment in which all students are provided the opportunity to achieve success.
Please contact our Principal Chad Ambrose [email protected] OR refer to the college website for further information: www.cdsc.vic.edu.au
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.
Classification: Leading Teacher
Time Allowance: 12 periods
Respect | Integrity | Effort
Position Purpose
Leads improvement in student engagement and connectedness across the college
Strategic Expectations
Key Responsibilities
(Typical responsibilities would include but not limited to the ones described)
Team Membership / Leadership
Leadership, PLCs, Learning Areas, Inclusion and Intervention, Engagement (Year Levels), Wellbeing
Assistant Year Level Leaders x 2 (Positions of Responsibility)
Key Performance Indicators
Attitude to School Survey ¿ Year Level percentile for: Learner Characteristics & Disposition, Social Engagement & Safety. Attendance & Learning Outcomes ¿ NAPLAN, VCE
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.