Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1499720
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 evidence-based strategies including high impact teaching strategies and high impact wellbeing strategies to support student learning and wellbeing. Demonstrated ability to use this knowledge to support whole-school improvement.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform practice.
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.
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.
Frankston Special Developmental School (SDS) is a unique dual campus School. The main Frankston Campus located in Karingal in the outer southern suburbs of Melbourne, while the residential outdoor Blackwood Campus is in the small township of Blackwood, 80km north-west of Melbourne and 140km from our Frankston Campus.
The School
The following values are seen as being central to the life of the school and how all members in the school community should conduct themselves: Sharing, Caring, Respect and Individuality. The school vision statement Learning for life is the focus of all programs conducted at Frankston SDS.
Our school is committed to child safety, and it is a requirement that all of those working with children have an understanding of our Child Safe Code of Conduct and methods of identifying and following up suspected abuse.
Measurable goals are devised and progress is monitored throughout the year in all areas to ensure improved outcomes for the students.
Frankston Campus
The Campus has well equipped facilities for the students including: nineteen classrooms, a gymnasium, multi-purpose room, homecrafts room, art and craft room, computer lab and extensive play equipment. The school has recently undergone a significant renovation.
Frankston Campus provides a specialised and challenging curriculum for 125 school aged students with moderate and severe intellectual disabilities. The school challenges students to do their best in a supportive and engaging environment.
Students learn in active, practical and meaningful ways and the school aims to develop each child¿s ability academically, socially physically and emotionally. Our staff are dedicated, qualified professionals who are experienced in working with children with special, varied and often complex needs to provide the best education, self-esteem and independence building opportunities for the students. All staff model positive behaviour to students consistent with the School-Wide Positive Behaviour Support Framework.
The Individualised Learning Programs created at Frankston aim to develop social competencies, communication and independence. They are implemented and monitored by a team of dedicated staff which includes teachers, teacher assistants, four speech therapists, a social worker, an occupational therapist, a chaplain and a physiotherapist.
Our Frankston Campus also provides an Early Education Program for pre-school aged students who exhibit significant global developmental delay. The Early Education Program operates out of the East Karingal Kindergarten. It is an inclusive program; our staff and students working together with their mainstream colleagues and friends.