Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1507558
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.
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
Where an ongoing teaching position in a special school or setting (or a visiting teacher position) is advertised:
Other than set out above, a teacher who does not have an approved special education qualification can only be offered:
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.
Southern Autistic School (SAS) is a specialist school dedicated to the education of children with Autism Spectrum Disorder and with significant deficits in language. SAS provides evidence based educational programs to meet the learning needs of children with a diagnosis of ASD. A focus of the current Strategic Plan is making the school a centre of excellence and expertise in the delivery of education for students with autism.
The school is located in the South Eastern Region in East Bentleigh with approximately 280 students aged from 3 to 18 years. Classes have six to ten students with all children having an individual education plan. Individual Education Plans are based on the Victorian Curriculum with a focus on developing communication, social interaction, and independence skills.
The class teacher is supported by a teaching assistant. Speech pathologists support the development of individual communication programs and occupational therapists add to the comprehensive educational team. A clinical psychologist and an experienced social worker work with families and students to further enhance student wellbeing.
At SAS we implement the Victorian Curriculum and enhance our teaching and learning programs through the use of evidence-based approaches and strategies. This includes the implementation of the VTLM 2.0, use of Hanen: More Than Words, a structured synthetic phonics approach and Augmentative and Alternative Communication. Our Secondary Programs provide great vocational education opportunities in addition to the recreation and community access. Our Early Education Program utilises Hanen Strategies and implements aspects and strategies from the Victorian Early Years Learning and Development Framework.
There are four sub schools on the same campus each led by a highly experienced school leader. Learning Specialists additionally support the development of teaching and learning programs. Our specialist programs vary across the sub schools however include ART, Media ARTS, Physical Education, Music , Science and Cooking. The Primary aged students also attend a Swimming Program with a magnesium pool on site.
Positive Classroom Management Strategies are key to supporting student engagement and data. The school is committed to the development of the whole child and works in partnership with parents. We have a supportive parent community who regularly communicate with staff.
Vision Statement:
The SAS vision for students is to develop lifelong learners who have a sense of belonging and are encouraged to implement their skills and knowledge to make choices and accept responsibility for their decisions. Our school values are: `I am Safe, I am a Learner and I Belong'.