Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1480171
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.
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.
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.
School Profile
Meadows Primary School is proudly multicultural, having 18 language backgrounds other than English with 71% of students recognized as English as Additional Language (EAL). Meadows Primary school has a number of families with refugee status (6%) and/or new arrivals to Australia. It is often the case that children from these families enter Meadows Primary School with little to no English. These students may have had limited exposure to formalised schooling and may have experienced traumatic events in their lives.
We have a significant percentage of transient students who enter and leave our school at various times throughout each term. This is usually due to government housing, VISA status, domestic or family violence and legal issues.
Meadows Primary School engages in the School Wide Positive Behaviour Support (SWPBS) framework and Berry Street Education Model (BSEM) to support trauma informed practice. We believe positive behaviours can, and should be taught. All staff are trained in the BSEM, with the strategies embedded across the school. This is our philosophy that underpins the teaching and learning programs and the learning environment. These strategies support students and teachers in their teaching and learning. Our values of Respect, Responsibility and Resilience align to SWPBS and BSEM and reinforces how the school community operates and interacts with one another.
Teachers follow scaffolded instructional models that support phonemic awareness and synthetic phonics for Reading, Teaching and Learning Cycle for writing and vocabulary development and the Four Proficiencies for Mathematics. All of which is underpinned by explicit teaching and use of HITS. Research into the Science of Learning has led us to implement changes to whole school practice that support students in their learning.
The school has a strong focus on Professional Learning Communities (PLCs) where teams drive their own cycles of inquiry, based on student needs. PLCs are fully embedded across all teaching teams, with teachers engaged in high level discussions with each other and school leaders about student achievement, growth and next steps of learning. Teachers have high levels of agency in the way they design curriculum and assess student learning, with teams having their own decision making capacity. There is a strong emphasis on distributed leadership within all teams, focussing on leading from the `middle¿, rather than as a hierarchical, `top down¿ approach.
Collaboration is key and we use PLCs as a means to effectively improve school culture and increase student achievement. It is the way teachers collaborate with each other, with their students and the level of inquiry they enter into, which will determine how successful we have been at creating a strong learning culture.
Our school vision states that¿.'We are an inclusive and safe learning community that empowers students to achieve their potential and live our values. We are responsible, respectful and resilient'.
The main driver to achieve our vision, is the development and commitment to continuously improve our school culture. We do this through an agreed set of values and norms which we call the `Meadows Cultural Compass¿. Our Cultural Compass was developed with staff as a means to create agency within the school and for teachers to have significant input into the way they work. We do this by developing collective efficacy and academic emphasis through whole school inquiry.
The school runs a community hub, (part funded by Community Hubs Australia) to provide programs that support our families. These include Adult Conversational English, Reading and Writing programs cooking and gardening classes (run through our community garden program with qualified horticulturalist), Playgroup, Adult Health and Child Minding.
The school also has an onsite kindergarten, managed by the Northern School Early Years Clusters. Three and four year old groups are offered to families and this complements a smooth transition from playgroup to kinder to school for all our families.