Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1482341
Edgars Creek Secondary College is situated in the growth corridor of Wollert, in the geographical area of Whittlesea in Melbourne. Being in a growth corridor, our student population is growing and currently comprises of approximately 1308 students. Our college consists of 130 staff, including Principal class, Education Support Staff, Leading Teachers, Learning Specialists, and Classroom teachers. Our college is purpose built and enjoys modern, future ready facilities, including well maintained learning community classrooms, Food Technology, robotics, and coding labs. Maker spaces and Performance spaces provide the school the opportunity to offer a breadth of opportunities in these curriculum areas. The facilities also include a multi court gym as well as a Soccer oval and a community partnership-maintained AFL oval.
Edgars Creek Secondary College is a school that provides all young people with the opportunities to be passionate about learning, innovative and creative with their learning while developing a strong sense of community engagement and global responsibility. The College aims to prepare students for future pathways as well as expanding students thinking to see the possibilities for innovation and globalisations while inspiring them to create their own unique opportunities for the future, be it through further education, training, or business enterprises. The College aims to equip all young people with the skills and capabilities they need for economic, social, and cultural success in the modern world. At Edgars Creek Secondary College, the personalized learning needs of all young people is realised via a highly differentiated curriculum. This is supported using evolving technologies, collaborative and problem-based learning combined with a strong focus on core literacy and numeracy skills. Teams of educators and industry stakeholders work together to design, plan, and teach a comprehensive curriculum and to provide rich learning environment and culture for all students. The curriculum programs are supported by contemporary resources and the latest research on teaching and learning. Students build their skills, self-confidence, leadership abilities and community spirit through a rigorous, but rich and varied curricular and co-curricular program. At Edgars Creek Secondary College there is a high expectation that our students will have a strong commitment, not only to their specialist areas of interest but also to their academic studies. We recognise that in the pursuit of excellence, each student is entitled to equal opportunity, a positive learning environment and on-going support to enable them to realise their fullest potential ¿ intellectual, personal, physical, creative, social, and vocational. The College is proud of helping all students achieve maximum learning growth. Since the foundation year, the College has made a commitment to building the literacy and numeracy skills of all students. Student Wellbeing and Inclusion is at the heart of our work, all students in years 7 and 8 participate in a weekly Resilience Project program. The House activity program is strong at our school, so too are opportunities for our students to engage in co-curricular programs such as Visual and Performing Arts, lunch time clubs, VicSRC and associated local area network opportunities.
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.
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
For more information please visit: https://www.edgarscreeksc.vic.edu.au/recruitment/
Applications should include:
1. A cover sheet providing the name of the applicant, record number (where appropriate), home address and telephone where you can be contacted, the position you are applying for and the vacancy number of the position.
2. Specific Key Selection Criteria response.
3. A CV with a summary of experience and qualifications.
4. The names, email addresses and contact details of three referees who can provide information regarding the application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Link to Edgars Creek Secondary College Child Safe Code of Conduct https://www.edgarscreeksc.vic.edu.au/child-safe-standards/
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.