Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Classroom teacher
Location: Melbourne - Western suburbs
Reference: 1550832
Sunshine College operates as a two site multi-campus school in North and West Sunshine with responsibility for serving the educational needs of around 1000 young people, employing approximately 140 staff. We are currently entering an exciting renewal phase in our teaching and learning practices and physical structure, including the opening of new facilities.
The Sunshine community is wonderfully diverse, with a strong sense of pride and identity.
Our college reflects this diversity with a wide range of teaching & learning programs across both campuses. Our successful mainstream programs being augmented by the curriculum delivered at Harvester Technical College, located adjacent to the North Campus of Sunshine College. The Harvester Technical College through its teaching staff provides innovative best practice approaches in vocational education based around applied learning. We have developed strong links with major industries and business partners, in guiding the curriculum development and in building relationships to support outcomes for students. Teachers at the HTC operate in a team environment, integrating curriculum around learning projects for a dynamic year 10-12 student cohort.
Teachers across both of the 7-12 campuses of Sunshine College are expected to be creative of new and innovative approaches to teaching and learning, with an understanding that students learn best through discovery, research & development processes and especially when this learning is linked to applied situations.
Our student¿s average growth rate in NAPLAN Reading and Numeracy from Year 7 to Year 9 is at or better than state averages.
A major and exciting challenge for us is to become one of the leading schools in Victoria on how literacy issues are positively addressed. Students in Years 7 to 11 are involved in the SunLit program, receiving structured literacy lessons throughout the week.
Maths staff are regular presenters at the Mathematics Association of Victoria Annual Conference and were acknowledged for their work in Numeracy in winning the Lindsay Thompson Award for Excellence in Education.
Each year our students achieve high ATAR scores and have won Premier¿s Awards and the VCE Achiever of the Year Award placing them among the top elite students in Victoria. The duxes of the school over the last years are studying Commerce, Law, Medicine, Engineering and Education. Our outcomes for students graduating from the HTC into apprenticeships, work or further study are exceptional.
The College supports the broader community in a number of ways through community curriculum initiatives, largely coordinated in our Connect and Pathways courses run at Years 7 to 10.
We are committed to maximising learning outcomes and life opportunities for our students by providing high quality learning experiences which will empower them to continue to learn, adapt to changing circumstances, and create opportunities for themselves, while valuing self, others, and their environment.
Our core school values focus on GROWTH, LEARNING, WELLBEING and RELATIONSHIPS. These values guide our philosophy in how we educate and support our students and nurtures our belief that all students can learn.
Staff work in supportive Focus Groups, at times they team teach and are committed to continual personal and professional growth, and accept new educational challenges as a natural part of their professional lives.
Staff at Sunshine College have worked together to develop what we call a ¿core plus¿ instructional model that allows for domain specific innovation and creativity but is underpinned across all domains by five core instructional practice principles:
Learning Intention articulated and reflected on
Readiness for Learning determined
Activities that Target Individual Success delivered
Quality Feedback provided
Reflection undertaken
We believe that our teaching staff are by far the most valuable resource of the school. We know that it is our teachers who ultimately make the difference for students, and we support them accordingly.
The Victorian Auditor-General¿s Office tabled a report in the Victorian Parliament titled ¿The Effectiveness of Student Wellbeing Programs and Services.¿ Sunshine College was chosen to talk to representatives of the VAGO about our successful well-being approaches and programs.
Our performance and development culture is based around the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and campuses and where self-reflection is critical to enhancing the craft of teaching.
Sunshine College promotes the safety, participation and empowerment of all children, including those with a disability. Our culture is based on Collaboration, Aspiration and Inclusion. Our College is culturally safe for indigenous children and for those from culturally and linguistically diverse background. We encourage applications from indigenous peoples and from culturally and linguistically diverse backgrounds.
If this is a school, you would like to be part of I would encourage you to formally apply for the position.
Applicants will need to hold valid tertiary qualifications and be able to meet Victorian Institute of Teacher registration requirements.
Please note Sunshine College reserves the right to contact colleagues other than those listed as referees.
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of 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 lead a consistent, inclusive and high-expectations approach to mathematics teaching and learning across a multi-campus secondary college. Demonstrated ability to build a collaborative culture of continuous improvement, strengthen teacher practice and ensure all students are challenged and supported to achieve measurable learning growth in mathematics.
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.
Role Description
The Leading Teacher ¿ Mathematics is a key instructional leader responsible for strengthening Mathematics teaching and improving student achievement and learning growth across Sunshine College.
Working collaboratively with and under the direction of the Leading Teacher ¿ Essential Skills: Mathematics, the Learning Specialist will build teacher capacity through coaching, mentoring, modelling exemplary classroom practice and facilitating professional learning.
Aligned with the College's Strategic Plan and Annual Implementation Plan, the role will promote high expectations and academic aspiration for all students, strengthen consistent and evidence-informed teaching practices, and support teachers to ensure every student is appropriately challenged and demonstrates learning growth.
Curriculum and Teaching Practice
· Support the implementation of a guaranteed and viable Mathematics curriculum, consistent assessment practices and the Victorian Teaching and Learning Model 2.0 across the College.
· Promote high expectations and academic aspiration among teachers and students, ensuring learning experiences provide appropriate challenge, support and extension for all learners.
· Strengthen consistency in curriculum planning, instructional practice and assessment across Mathematics classes and campuses.
Student Achievement and Learning Growth
· Work with teachers to analyse NAPLAN, classroom assessments and other relevant data to identify learning needs, monitor student growth and inform improvements in teaching practice.
· Work with VCE Mathematics teachers to analyse SAC results, examination data and study scores to identify areas for improvement, strengthen teaching and assessment practices, and improve student achievement and VCE outcomes.
· Establish and support processes to identify and respond to students not demonstrating expected learning growth, including students performing at or above expected levels.
· Support teachers to implement and evaluate targeted teaching strategies, interventions and extension opportunities to improve achievement and growth for all students.
Instructional Leadership and Teacher Capacity
· Model exemplary Mathematics teaching through demonstration lessons, classroom observations, coaching, mentoring and evidence-based feedback.
· Facilitate collaborative planning, assessment moderation, reflective practice and targeted professional learning to strengthen teacher expertise and instructional effectiveness.
· Work with the Leading Teacher ¿ Essential Skills: Mathematics to identify professional learning priorities and support the implementation of evidence-informed Mathematics teaching practices.
School Improvement and Program Evaluation
· Support the development, implementation and evaluation of Mathematics improvement initiatives aligned with the College's Strategic Plan and Annual Implementation Plan.
· Monitor the impact of curriculum programs, teaching practices and improvement initiatives on student achievement and learning growth, using evidence to inform ongoing improvement.
· Actively contribute to relevant College teams, share progress and celebrate improvements in Mathematics teaching and student learning outcomes.
I would keep this position description closely aligned with the Mathematics Learning Specialist role so there is consistency across the College. However, I would make three important distinctions:
· A stronger focus on Years 7¿9, while still contributing to English curriculum consistency and progression across the College.
· A clear emphasis on reading, writing and academic challenge, including improving outcomes for students who are already achieving at or above the expected level.
· Collaboration with the SunLit team and the Learning Specialist ¿ VCE Outcomes: English/EAL, without duplicating their responsibilities.
Other Duties Undertake additional duties and responsibilities as assigned by the principal.
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.