Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Classroom teacher
Location: Melbourne - Eastern suburbs
Reference: 1494773
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 high ability to lead wellbeing, inclusion and engagement practices (including Disability Inclusion and MHIPs) and build staff capacity in P-6.
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.
Hartwell Primary School was established in Camberwell in 1922 and is proud of the exceptional educational program provided for children in the local community over the past ninety-nine years.
At Hartwell Primary School the students enjoy facilities which are not replicated in many primary schools. The classrooms and administration area in the original two-story red brick building have been modernised, although the façade of the school remains. It includes spacious and flexible learning areas, literacy, numeracy and computer resource centers, administration and staff facility, and an interview room.
The school has a well-equipped Library, an Art/Craft complex and the Performing Arts Centre ¿ Gymnasium, Music Room, Science Room, Canteen, Toilets and Out of Hours Program facilities. The well-developed grounds have benefited from long term planning and have areas for netball and basketball. We have two synthetic ovals and running track, a synthi-turf soccer / hockey field, a paved courtyard, quiet areas and a continuing emphasis on the provision of shade. Play equipment is provided for both junior and senior students and the front garden has been developed as a passive play space for the students. The school community prides itself on maintaining and improving these facilities through cooperative effort.
Hartwell Primary School is a school with a strong commitment to encouraging all students to strive for excellence in a supportive environment, which recognises individual differences and different rates and styles of learning. The school has an outstanding reputation for providing core skills in Literacy and Mathematics, as well as a broad education including an emphasis on Visual Art, Music and Physical Education. In recent years the school has achieved at or above the level expected for schools from similar socio-economic areas, in all strands of English and Mathematics. The extensive curriculum provided is based on The Victorian Curriculum and is complemented by specialist staff in Visual Arts, Music / Performing Arts, Physical Education, Science, ICT, Library, Italian, Mandarin and Intervention and Extension programs.
The school¿s learning program places an emphasis on the incorporation of Information and Communication Technology skills across all aspects of school life. All classrooms have banks of both iPads and laptops, and there are thirty-two interactive whiteboards/promethean panels in classrooms across the school. Strong Literacy and Numeracy Programs (Victorian Curriculum) are incorporated in each Prep - Year 6 class with a wide range of resources and professional development opportunities enhancing the school¿s literacy and numeracy programs.
Students are encouraged to participate in literary, artistic, music, sporting, swimming and problem-solving events beyond the school and have had a high success rate in these. We regularly celebrate successes in Inter-School Cross Country and Athletics Sports together with participation by the Drum Band, Choirs, and String Ensembles in community events. In 2023 the whole school participated in our school production, Seussical the Musical. This is a bi-annual event with preparation for the 2025 production currently underway.
The school has introduced many supportive Student Wellbeing initiatives. These are further enhanced through provision of student leadership opportunities, particularly in the senior years where all Year 6 students have a formal leadership role.
Parents play a key role in the school, working closely with classroom and specialist teachers to support their children¿s learning both within the school and at home. A class representative scheme facilitates communication and parent involvement within classrooms. Parents are also involved in the more formal structures of School Council, its sub committees and as class coordinators. The school benefits from the experience and skills of parents and links with the local community. Communication with the school community occurs via the school website, the Sentral for Parents App, a regular newsletter (Principal, Year Level and Specialist), regular class notices, information evenings, parent teacher interviews and parent education programs, including our innovative `Parent Walk Throughs.¿
An Out of School Hours Program, offering Before School Care, After School Care and Vacation Care is well supported.
At Hartwell we expect the children to learn and grow in self-confidence as a result of:
The school¿s future direction lies in the provision of a progressive, engaging and challenging curriculum that reflects the growing importance of inquiry learning and computer literacy and provides for personalised learning through proven sound educational methodology and best current practice.