Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Gippsland - Baw Baw
Reference: 1527634
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.
SC6 Demonstrate a clear capacity to foster a learning environment that takes account of the individual needs of students and helps students to develop their special abilities and talents including a strong commitment to inclusive education and student wellbeing, with demonstrated ability to create supportive learning environments that recognise and respond to diverse student needs, abilities, backgrounds, and aspirations and demonstrated capacity to bring enthusiasm, energy and the skills to engage, teach, team teach and counsel difficult and / or troubled young people.
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.
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
Please ensure that your application includes:
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.
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.
Blackwood Centre for Adolescent Development is an intervention program designed for students at risk. Blackwood is a co-educational setting for secondary students (levels 7 ¿ 10). the Blackwood program runs each year with approximately twenty students participating over 1 year. Students remain enrolled in their home college with the intention of returning to the college at the end of the program better equipped to cope with school, home and community.
Blackwood¿s structure, curriculum and purpose have been designed to impact on risk factors and problem behaviours before they become established. The program also provides protective factors essential for the formulation of healthy beliefs and clear standards.
The Blackwood program provides a unique, dynamic and positive small school environment for students with complex learning needs to re-engage with their education. Enrolment is available to Year 7-10 students from the Gippsland area who are at risk of (dropping out of school) disengagement in their learning. Blackwood cultivates and maintains a safe place to build young people¿s skills and confidence.
Blackwood strives to close gaps in student learning to improve self-regulation, wellbeing, and academic achievement. Blackwood gives young people the skills and sense of belonging, to be successful, connected members of society with an achievable pathway back to further education, training or employment.
Blackwood is situated in a purpose built, well resourced, rural campus at Hallora, which is approximately 16 km from Drouin and Warragul. Blackwood is an annexe of Drouin Secondary College and therefore staff are also members of Drouin Secondary College which oversees this program. Blackwood staff are based at the Hallora annexe.
To support the student and the home college in the reengagement and maintenance of formal education, Blackwood aims to help students to:
i) Appreciate their potential;
ii) Regain their self-esteem;
iii) Rediscover their ability to learn;
iv) Motivate them to work toward future learning success both as individuals and as part of a team;
v) Develop competence and resilience in handling social situations with peers and adults;
vi) Develop skills in decision making, conflict resolution, negotiating and planning for short and long term goals.
We encourage and recommend all applicants to visit our unique site by contacting the Blackwood Annexe on 03 5627 5585