Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Grade not specified
Occupation: Leadership and management
Location: Gippsland - Baw Baw
Reference: 1524717
Victorian Public Sector Values as detailed in Organisational Values section above
Proven record of leading high-effect improvement strategies across school settings in order to lift performance and achievement levels.
Extensive knowledge of and experience in education and training sectors including strategic acumen and an understanding of systems, institutions and stakeholder perspectives.
Extensive strategy and change management experience, and experience in the leadership and management of policy implementation and service delivery in large complex organisations undergoing significant structural and cultural change.
High effect interpersonal, communication, facilitation and people management capabilities, and a demonstrated capacity to build strong stakeholder relationships and to work effectively at the community level to gain commitment of others to agreed goals.
Demonstrated financial acumen and highly effective budget management experience.
Schools and Regional Services
Schools and Regional Services comprises 17 Areas within four regions across the state, as well as 5 central Divisions. The responsibilities of Schools and Regional Services include:
The regional model is designed to:
Senior Education Improvement Leaders (SEILs) play a key leadership role for Schools and Regional Services (SRS) within the Department of Education and Training (DET). The role provides critical system leadership, supporting the Deputy Secretary to ensure that the regions operate efficiently, cohesively and in alignment with the Schools and Regional Services Strategy.
The role is primarily responsible for providing local leadership in the multi-disciplinary area teams, collaborating across and within area teams to identify and address support required, and drive coordinated action to ensure schools take the most effective and strongly evidenced based approaches to improvement.
Under the leadership of the Education Area Executive Director, and under the guidance of the region's Executive Director, School Improvement, the SEIL role drives a state-wide consistent, aligned and coherent approach to planning, implementation and delivery of service support to schools and other services for learners, children and families.
SEILs are responsible for the delivery of improved learning and development outcomes in their local area, by working proactively with approximately 25 schools each, providing enhanced guidance and direction for school improvement, and supporting principals and their leadership teams to:
Use available data to analyse and interpret school performance indicators in order to assist schools undertake a robust self-evaluation
Assist schools to evaluate the impact of their school improvement strategies on student outcomes
Develop a school strategic plan and annual implementation plan to implement the Framework for Improving Student Outcomes (FISO), in particular the use of high-impact strategies that focus on high-quality teaching, deliver instructional improvement, and the evaluation of the impact of these strategies to drive an unrelenting focus on improving student outcomes
Actively support principals to manage their workforce, and in particular, helping them to regularly engage in meaningful performance conversations with teachers which use evidence to identify professional learning needs, recognise high performance and address persistent underperformance or unsatisfactory performance.
Oversee sound financial practices and managing all resources strategically, including the Student Resource Package (SRP),
Broker internal support as appropriate from the area multi-disciplinary team for individual schools, geographic networks or FISO initiative networks
Participate in joint work on areas of common practice and facilitating the sharing of excellent practice across the system, particularly relating to the high impact strategies in FISO
Broker links with organisations, early years and VET services and agencies that support the learning, development and wellbeing of their students
Play a key role in school networks, building the collective school improvement capacity of network schools to implement FISO, facilitating a robust, Community of Practice approach and behaviours within networks, and collaborating closely with network chairs on network strategy.
Ensure that principals establish an on-site professional learning program based on evidence that includes collaborative practice such as classroom observation and feedback, curriculum planning and assessment and student voice that drives collective responsibility for all learners.
SEILs, in conjunction with Education Area Executive Directors, support the integration of the local area learning and development system by:
Identifying local issues that might require a system response and providing feedback to central Groups as appropriate through the Education Area Executive Director or Regional Director
Ensure that principals create leadership structures and program build learner and teacher capacity in their schools and support state-wide programs for building capacity such as Local Leaders program and Professional Learning Communities.
Senior Education Improvement Leaders:
Regional leadership, strategy and service delivery development
Facilitating and maintaining effective regional relationships
System planning
School and early childhood service monitoring and improvement strategies
Participate as agreed in government school principal selection and contract renewal, and support principal performance and development processes.
This role is open to all classifications.
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
Executive Leadership
Teamwork
Organisational awareness
Influence and negotiation
Stakeholder management
Relationship building
Interpersonal skills
Conceptual and Analytical ability
QUALIFICATIONS
Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.
Applicants are required to submit a CV and a cover letter (no more than 2 pages).
Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.
The Department of Education (DE) is committed to diversity. The Department places considerable effort and resources into responding to the needs of employees with a disability. People from disadvantaged groups are encouraged to apply for this position.
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 801 or email on: [email protected].
Successful applicants are subject to a satisfactory criminal record check prior to employment. New DE employees are required to meet the cost of the criminal record check.
If appointed from outside DE, successful applicants will be required to complete a pre-employment health declaration.
A probationary period of up to 6 months may apply for a person appointed to an ongoing position from outside the Public Service or the Teaching Service.
All DE employees are required to comply with relevant legislation, including legislation regarding the management of Departmental records, the Code of Conduct for Victorian public sector employees and Departmental policies and procedures in the conduct of their employment.
Standard public service terms and conditions apply. Information about DE's operations and employment conditions can be obtained from the following websites: www.education.vic.gov.au and www.education.vic.gov.au/hrweb.
To support DE's commitment to its Environmental Management System, DE employees are expected to act in an environmentally responsible manner at all times.
For Allied Health employees working in the regions, a current driver's licence is mandatory, and a capacity to access private transport with approved comprehensive insurance cover.
For regulatory early childhood employees working in the regions, a current driver's licence is mandatory.
PRIVACY NOTIFICATION
We are collecting your personal information for the purposes of processing and considering your application for employment. We will use and disclose the information we collect from you only for these purposes. Unsuccessful job applications are retained for six (6) months and then securely destroyed.
Your personal information is kept secure and confidential and managed in accordance with the Department of Education Information Privacy Policy. If you have any concerns about how your information is being managed or wish to obtain a copy of the Department's Information Privacy Policy please contact Corporate People Services on 9637 3828 or visit our website http://www.education.vic.gov.au/Pages/privacypolicy.aspx
The Department leads the delivery of education and development services to children and young people both directly through government schools and indirectly through the regulation and funding of early childhood services, non-government schools and training programs.
Information about the structure of the Department, including details about each of our Ministers, key staff, regional offices, strategy and annual reports are available at: http://www.education.vic.gov.au/about/department/Pages/default.aspx
ORGANISATIONAL VALUESVictorian Public Sector Values
DE employees commit to the public sector values as outlined in Section 7 of the Public Administration Act 2004, DE has adopted these values
Responsiveness
Integrity
Impartiality
Accountability
Respect
Leadership
Human Rights
For more information on the DE's values, visit:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx