Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Wodonga
Reference: 1486321
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
WMYC are flexible with a start date of Term 4 2025 or Term 1 2026 - please indicate your preference in your application
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.
Wodonga Middle Years College is a supportive teaching and learning environment where student needs and backgrounds are reflected in the learning and design of the school. The clear strategic intention is to maximize opportunities for all students by developing their talents and challenging them to have high aspirations so they achieve their potential and become logical, self aware, collaborative and inquisitive. Importantly, Wodonga Middle Years College seeks to develop skills and competencies so students are well prepared for future study in the next stage of their education.
Wodonga Middle Years College caters for 1,000 students in Years 7 to 9 on three campuses.
The development of one Middle Years College with two campuses provides the flexibility associated with larger schools while still maintaining opportunities for the development of strong relationships and knowledge of student needs that is enhanced in smaller schools. The College also provides unique opportunities for teachers to develop extensive teaching expertise in this important stage of schooling - the middle years.
The College has created opportunities for teachers who wish to accept the exciting challenge of teaching in a uniquely authentic middle school program. The College has high expectations of its students and the staff understand the importance of engaging their learners.
Our Mission - To be a student focused learning community from which our graduates will:
¿ Be confident, capable and self-motivated.
¿ Be comfortable living in a world of diverse people, cultures, and beliefs.
¿ Be able to establish and maintain effective relationships.
¿ Be tolerant and act with empathy.
¿ Be respectful of self and others.
¿ Make meaningful contributions to society ¿ the local and global community.
¿ Demonstrates intellectual tenacity and persistence in problem solving
¿ Be skilled analytic, critical, aesthetic and creative thinkers as the situation demands.
¿ Respond positively and appropriately to change and challenges.
¿ Set high expectations for themselves and act to meet those expectations.
¿ Flourish in a digital world and be a skilled user of evolving technologies.
¿ Be aware of post school options and successfully access them.
In the Middle Years College:
* Teachers specialise in meeting needs and improving outcomes for middle years students.
* Teachers generally work in a house across year levels.
* There are improved leadership options for Year 9 students.
* The Middle Years campuses have the scope to develop a variety of programs emphasising:
Victorian Curriculum
AVID (Advancement Via Individual Determination)
TLI (Targeted Literacy Intervention)
AAP (Academic Advancement Program)
Sporting Excellence
Civics and Citizenship
* There is a concentrated focus on transition with stronger links and co-operation with neighbourhood feeder primary schools and the Wodonga Senior Secondary College.
* Common report writing, timetabling, roll marking and student management software is used at each campus.
* There are expanded curriculum offerings for middle years including:
Strong academic studies in all areas of the Victorian Curriculum including classroom and instrumental music.
The two campuses offer languages - Indonesian, Japanese
* Middle Years programs are not restricted by timetable constraints of senior campus requirements.
* Authentic purpose - student outcomes will include the completion or production of tasks relevant to the young people demonstrated through presentations, performance, creation and event management.
* Celebrate and share the opportunities that exist with the work of the Flying Fruit Fly Circus School.
* There are strong partnerships with the wider community including tertiary institutions, community agencies, and businesses.
Wodonga Middle Years College has three campuses: Felltimber, Huon and the Flying Fruit Fly Circus School.