Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Loddon Mallee - Greater Bendigo
Reference: 1501614
Crusoe College, serving students in years 7-10 in the Bendigo region, was originally Kangaroo Flat Secondary College before merging with Golden Square Secondary College and upgrading its facilities in 2008. We are dedicated to providing high-quality education in a safe and engaging environment, offering comprehensive Victorian Curriculum, VCE and VET programs.
Our mission is to foster a collaborative learning environment where every student can thrive. We focus on ensuring daily attendance, wearing the proper uniform, punctuality, preparedness with necessary equipment, attentiveness to teachers, and consistent effort in completing learning tasks. Our goal is to achieve at least one year of learning growth for each student annually through the combined efforts of teachers, students, and families.
At Crusoe College, our values are Respect, Endeavour, Aspiration, and Learning. These values guide everything we do and are integral to creating a positive and inclusive school culture. We are seeking passionate and dedicated educators who share these values and are committed to making a difference in students' lives.
We support our staff with a comprehensive wellbeing strategy and professional development opportunities. Our Advisory Teachers and Wellbeing Team provide personalized assistance to students, fostering a supportive and nurturing environment. Additionally, the SWITCh (Students Working Independently Towards Change) initiative offers a unique opportunity to work with at-risk students, helping them re-engage with their education and achieve positive outcomes.
We strive for excellence, confidence, and diversity in a respectful, sustainable environment. Partnering with the wider community, we prepare students to be responsible, successful adults who can navigate their future paths. At Crusoe College, you will be part of a team that fosters strong relationships and creates a safe environment, ensuring every student can and will learn. Join us in our mission to inspire and support the next generation of learners.
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.
- Model College values in all dealings with members of the college and broader community
- Be the lead contact for Disability Inclusion within the school.
- Audit and, where needed, adapt current school wide inclusive education practices; including policies, processes and programs
- Coordinate Disability Inclusion profile meetings and support all necessary stakeholders through the process
- Provide evidence-based professional learning to college staff relevant to the objectives of the role
- Liaise with the school¿s Student Support Services (SSS) key contact and Regional Disability Co-ordinator
- Support appropriate school staff, student and parent/carer(s) to contribute to Disability Inclusion profile meetings
- Play a key role in supporting students with additional needs to make a smooth transition into the college, ensuring there are effective arrangements in place for efficient transfer of information between services
- Provide leadership to students, parents and college staff involved in creating and implementing high quality IEPs for all students with a disability, including student and parent voice in setting learning targets
- Build staff capacity to understand and implement evidence-based teaching and learning strategies to support all student learning within their classroom, inclusive of students with additional needs that align with student IEPs
- Lead the team of Integration Aides to maximise the support available to students with additional needs
- Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with additional needs
- With support from the Assistant Principal ¿ Teaching and Learning, lead the identification and collection of students to be included in the Nationally Consistent Collection of Data to better understand the needs of students with disability and how they can be best supported
- Diagnostically assess students, where accredited to do so
- Make a significant contribution as a member of the College Leadership team including the development of Rapid Action Plans that align with the implementation of the AIP and SSP
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
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.