Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1551445
The Victorian School of Languages (VSL) is a government school with a strong history of commitment to the provision of language programs for students in Years Foundation to Year 12 who do not have access to the study of those languages in their mainstream schools. The school`s language program is delivered through face-to-face teaching in language Centres across the state and through Distance Education mode. The school had its beginnings in 1935 when it started Saturday classes at MacRobertson Girls` High School for pupils who desired to learn modern languages. The first classes offered were in Italian and Japanese. Currently the VSL offers over 40 languages and EAL around Victoria to 13,000 students in face-to-face classes and 1400 students in distance education.
The VSL is a state wide provider of languages and provides language education across all three educational sectors (government, independent and catholic). There are multiple campuses across Victoria in both metropolitan and country areas. High level management is required to achieve consistent outcomes. In addition to the face to face classes and distance education provision, the school also offers EAL virtually for students located in rural and remote areas.
The role of Area Manager for the Victorian School of Languages is a unique one and entails the management of a number of centres clustered in geographical areas to deliver languages curriculum to students from Foundation-Year 12. Language classes are provided where students cannot access their language of choice at their home school. Classes are conducted face to face, and the school typically enrols over 17,000 students. The Area Manager oversees all aspects of delivery, including the employment of casual sessional staff, both teaching and administrative. Area Managers work from Tuesday to Saturday during term time. The office location for East 1 area is at Doncaster Secondary College. Area Managers will also attend the VSL head office in Collingwood for weekly meetings.
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:
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
Leading and managing staff performance and development (review of staff);
Teaching demonstration lessons;
Leading and managing the development of the school's assessment and reporting policies and practices;
Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
Responsibility for general discipline matters beyond the management of classroom teachers;
Contributing to the overall leadership and management of the school;
Contributing to the development of proposals for school council consideration;
Developing and managing the school code of conduct.
Specific responsibilities of this position under the direction of the Principal, Victorian School of Languages include:
Manage VSL designated centres, classes and languages programs
Work with home schools to support students with their language studies
Manage the sessional and casual staff employed in each centre (including payroll through eduPay) and ensure appropriate VIT registration or WWCC is valid and maintained
Assist with the delivery of curriculum and professional development initiatives and activities
Provide innovative and strategic advice and support on languages policy to the school leadesrhip and administration
Oversee the ongoing compliance to Child Safety Standards in all centres within the area
Liaise closely with host schools and local communities around language provision in the area
Any other duties as directed 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
Applicants should submit a cover letter, resume, responses to the key selection criteria and contact details for three referees. Responses to selection criteria should typically be no more than 3/4 to one A4 page in length using a font no less than 11 point.
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.