Work Type: Ongoing - Part-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1546961
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 Demonstrated capacity to provide strategic leadership in Disability Inclusion and build the capability of colleagues to create an inclusive, high-quality learning environment for all students.
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.
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.
Rosanna Primary School was established in 1940 on a gently sloping, landscaped site with views across the Yarra River flats to the Dandenong Ranges. The site is split on either side of Bellevue Avenue and the school is comprised of five separate buildings with generous play spaces set in a native bush landscape. The site is bounded by residential properties and the Rosanna Parklands. Enrolments are drawn from a wide area extending to Heidelberg, the Darebin Creek and as far away as Thornbury and Mill Park. The current school enrolment is 312 and enrolments have fluctuated between 304 and 346 over the past 5 years.
Our students come from diverse socio-economic and cultural backgrounds. Our families speak 25 non-English languages with Somali and Mandarin being the dominant additional languages with 10.65% of our students coming from these language groups. Approximately 40% of our students have a Language Background other than English and 20% are funded under the SRP as EAL learners. Despite this diversity, our school is considered to be in a higher socio-economic group than the state median with an SFOE of 0.2237.
There is a well-structured classroom curriculum from Prep-year 6 which takes place in fourteen classes. Class programs are enhanced by a specialist program which includes Visual Art, Music, Physical Education and Languages-Italian. Literacy and Numeracy development is supported by tutoring throughout the school and EAL is supported with the allocation of a teacher with a 0.4 time fraction.
Rosanna Primary School has a strong community and parents and extended families have a meaningful connection with the school. Families participate in school life in many ways and we strive to be proactive and inclusive in encouraging involvement in school activities. We have a strong Values program that operates for the whole school community at all times and in all situations. Our values are based on respect, inclusion, collaboration and kindness. There is a strong sense of caring amongst the students, staff and community.
The school strives to meet the individual needs of students, catering for those who require special assistance while fostering their special talents or interests as well as building strength and extending students. Six students are funded under the Program for Students with a Disability in the categories of Intellectual Disability and Autism Spectrum Disorder. We provide equality of opportunity, regardless of gender, language or cultural background.