Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1496555
The Leading Teacher Assessment and Reporting will work in a team of three Leading Teachers and Learning Specialists responsible for implementing Goal 2 of the College Strategic Plan: Optimise student learning outcomes. The team will lead and support Faculty Leaders to create, implement and review high quality curriculum programs in line with Victorian Curriculum 2.0; lead a whole school approach to assessment, moderation and reporting; develop and lead a whole school approach to data collection, analysis and feedback; lead the implementation of the VTLM 2.0; design and provide professional learning to staff on all of these aspects of teaching and learning. The team reports directly to the Assistant Principal (Learning).
The College is currently supported through the Intensive School Support program, and the successful candidate will work closely with school leaders and Regional support staff to: review and improve curriculum and assessment practices; improve teaching practice in line with the VTLM 2.0; develop teachers¿ ability to examine a wide range of data sets in order to plan differentiated teaching practices and interventions.
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:
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.
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.
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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Thomastown Secondary College has a unique and proud history. Designed in 1971 on a mini-school model with a strong focus on engagement and student voice, we have retained our core values while responding to the changing needs of our community and that of the broader society.
Central to our core values is the pursuit of Individual Excellence for each member of the College and this is embedded in our rich learning environment which values and supports diversity, excellence and teamwork. We foster a spirit of mutual respect and support, where every student is expected to strive to reach his or her potential.
The College mission is to empower students to develop strong social, emotional, and academic skills essential for all citizens in this global world and we encourage all students to participate in shaping and improving our learning environment while taking every opportunity to participate in enrichment and extension programs.
The College is structured around a Junior and Senior Mini school, each led by an Assistant Principal supported by Year Level Coordinators, which allows us to focus on the individual needs of each student while ensuring a strong and broad curriculum. Home Group teachers within each Mini School mentor and guide their students, providing strong positive connection and encouragement.
The College provides senior students with a range of options from VCE, VM and VET and the opportunity to access a relevant work placement is available to all students enrolled in a VET course. Year 10 students benefit from being part of a senior learning environment and have access to Year 11 subjects.
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.