Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1501153
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice and implement school priorities.
SC2 Demonstrated exemplary ability to support teachers in evidence-based practice to plan, implement and monitor teaching and learning programs to improve student outcomes aligning with VTLM 2.0.
SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents, multidisciplinary teams and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Demonstrated expertise to work in a hospital school setting with multidisciplinary teams and to understand the needs of students with a mental health diagnosis.
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
Community Liaison Work
A specialised component of the work of teachers at The Austin School is to liaise with base schools in supporting the return of students to their home school or a new school. This usually involves teachers visiting schools across the state of Victoria as well as metropolitan schools. Telephone and video conferencing, fax and email are used extensively to support the reintegration process. Teachers from the base schools are encouraged to visit. Extensive communication is vital to the successful reintegration of our students. All teachers working at the Austin are expected to travel as part of liaison and consultation role.
Other roles the School undertakes are:
- Provision of secondary consultation support to the wider educational community. This is usually done by telephone and comprises crisis support as well as general information.
- Professional Development to other teachers, either individually or as a whole staff. PD is also provided to regional and state-wide networks.
- Membership of networks which facilitate provision of community education programs.
- Hosting visitors from various schools and non educational sectors across the world.
Educational Community Links
Strong links with our local community schools, base schools, and hospital staff promote active participation by all involved to support our special needs students. The School programs are integrated with hospital programs to provide the most effective and efficient services. The Principal is a member of the ICYMHS Strategic.
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.
The Austin School is located in the Northwest corner of the grounds of the Austin Hospital in Heidelberg
The Austin School is a P-12 School that provides specialised educational programs for children and young people who are patients of Austin Health and Austin Infant Child and Youth Mental Health Service (ICYMHS). Whilst there are places for 50 fulltime students, many students attend the school in a part time capacity. In total the 16.2 effective full time (EFT) school teaching staff may see up to 100 students each term and usually more than 400 students each year.
Students must be referred to the School by Austin Health. Student referrals come from the Austin Infant Child & Youth Mental Health Service (ICYMHS), either inpatient or outpatient teams, the Paediatric Ward or Royal Talbot Rehabilitation Hospital. All students have a physical and/or mental health diagnosis. Mental health diagnosis may include psychiatric, emotional or behavioural problems. Physical health problems may include eating disorders, spinal injuries, acquired brain injury, neurological conditions, liver and renal disease, chronic fatigue syndrome and a range of other medical conditions.
Outpatient programs are conducted on a school term basis, whilst the length of each inpatient admission will vary from a few days to a few months. A number of students may need to be re-enrolled.