Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1481014
With approximately 2400 students, Narre Warren South P-12 College is a culturally diverse community located on Bunurong Country in the south-east of Melbourne. The grounds and facilities are clean, modern and well resourced, enabling engaging teaching and learning programs.
In 2025, we are focusing on establishing a safe and orderly learning environment which is underpinned by the VTLM2.0 and PCMS. Collective efficacy, clear communication and supportive collaboration actively contribute to the Narre Warren South P-12 College, with our actions having the most impact when all staff uphold these values.
As a school that has an ICSEA OF 919 we are in the 15th percentile in terms of levels of advantage. Staff at NWSP12 are intrinsically motivated by the responsibility to close the gap of advantage and are committed to the growth and success of all our students. We work towards this goal by implementing high expectations, and the development and delivery of a coherent curriculum.
Staff interested in this position are encouraged to email Assistant Principal of Teaching & Learning, Daniel Coco at [email protected] to request a phone call or return email. School tours will be made available by request.
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.
The Leading Teacher Director of Teaching Excellence plays a critical role in supporting the implementation of the schools priorities in relation to instructional practice. This is achieved through a focus on professional learning and development, coaching and evaluation. The Director of Teaching Excellence leads the implementation of evidence-based teaching practices aligned with the Colleges Teaching & Learning Model and the Victorian Teaching & Learning Model 2.0. Working under the guidance of the Assistant Principal, Teaching and Learning, this role collaborates with the Director of Learning Excellence to build alignment across the core elements of teaching and learning.
Vision
To take a leadership role in the implementation of a coherent and consistent approach to teaching and learning across the College, underpinned by the principles of equity and excellence. To support the development of high quality, consistent instruction in every classroom, underpinned by the Victorian Teaching & Learning Model 2.0 and the College Teaching & Learning Model.
Key Responsibilities:
Instructional Leadership
Continuous Professional Development
Collaboration with Key Leaders & Staff
Observation & Feedback
Additional Portfolios and School Improvement Areas
Leading Teachers may be assigned to specific portfolios to support targeted improvement initiatives, including:
Staff Handbook & Professional Learning Documentation
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.
Start date negotiable to successful applicant if required.