Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1539647
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.
The Curriculum Leading Teacher leads the development, implementation and review of the school¿s curriculum structure and programs consistent with the Box Hill High School¿s Teaching and Learning Process and department policy. They work co-operatively with the other members of the School Improvement Team in setting goals for the progressive development of all curriculum programs and associated pedagogical practices. The role requires expertise and experience in leading quality curriculum design and leading staff to develop and implement best practices and innovative approaches to teaching and learning.
The Curriculum LT will be familiar with DE policies and frameworks including the Victorian Teaching and Learning Model 2.0, Victorian Curriculum 2.0, and policies relating to curriculum and reporting.
Responsibilities
Leading Learning:
Implement the school¿s vision for effective curriculum design as described in the BHHS Teaching and Learning Process.
Play a leading role in the initiation, planning and management of significant change in response to new educational directions in curriculum design.
Lead the implementation of the relevant curriculum strategies in the Planning element in the Victorian Teaching and Learning Model 2.0.
Develop the curriculum planning skills of middle leaders and their capacity to support high-quality curriculum development by teachers.
Plan and implement a process for increasing the viability of the planned curriculum and increasing planned opportunities for deep learning and meta-cognition.
Systematically review the school¿s curriculum program and domain curriculum planning annually and identify priorities for curriculum improvement within each domain.
Lead the implementation of practices that ensure curriculum documentation is consistent, fit for purpose and can be accessed by teachers, students, and parents.
Support the domain leaders to effectively lead the development of quality learning sequences at a unit level.
Lead the development and review of curriculum and reporting policies across the school.
Update reporting guidelines to match new department requirements and support the implementation of these guidelines by the new Reporting Coordinator role.
Communicate curriculum information to the school community, including via the website, newsletter, handbooks, Teams and Compass.
Other duties as directed by the principal.
Managerial tasks:
Coordinate the planning for curriculum days and professional learning modules in consultation with the Principal Team and other Learning Leaders.
Manage booklists and curriculum consumables.
Develop and publish Curriculum Committee agendas and minutes.
Ensure school leadership is kept informed of DE and VCAA curriculum changes.
Communicate curriculum information across the school community (website, newsletter, handbooks, Compass).
Coordinate domain exhibitions for the VCE Expo
Play a leading role in the production and proofreading of course selection handbooks and update the curriculum section of the school website and the staff handbook.
Provide direction to the Reporting Coordinator on the implementation of school reporting practices.
Manage the budget and resources associated with the program.
2027 Accountabilities and Outcomes
Develop a process for documenting the vertical curriculum sequencing within each domain and initiate the implementation of this process.
Strengthen the accessibility and communication of the currently documented Year 7-10 learning program to stakeholders within the school community, including the development of a Year 7 curriculum handbook.
Review and develop a report on units that integrate Aboriginal cultural perspectives in Year 7 to 10.
Review and develop a report on where civics and citizenship and the general capabilities are being integrated into the school¿s curriculum.
Develop and implement an action plan for progressing domain-specific curriculum priorities as identified in the previous years¿ auditing process.
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
Applications must include:
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.
Box Hill High School is a high-performing co-educational government school in the Inner East area of Melbourne.
The school was established in 1930 and has a long tradition of striving for academic excellence and establishing a strong, positive learning environment for all students. We are a single-campus school of 1563 students enrolled from years 7 to 12. We have 132 teaching staff and 37 ES staff, as well as a team of 4 Principal class officers.
Box Hill High School is a learning community that fosters resilience, a passion for lifelong development and a commitment to positively impacting the world. Our purpose is:
Our school values of respect, creativity, resilience and growth ensure that everyone in our school community will be treated fairly and respectfully. In turn, we will strive to create an inclusive and safe school where curiosity and creativity are valued and all members of our community are empowered to participate and learn. The school motto, `ad altiora certamus¿ (to strive for the higher things), underpins all that we do. Our educational approach is underpinned by the tenets of positive education
Student learning, engagement and well-being are central to our work, and the school has a range of programs in place to support the learning and growth of all students. These include our well-established SEAL program (GAPP), Program for Students with Disabilities (PSD), and intervention programs in Literacy and Numeracy. There are three Sub Schools that work collaboratively to ensure students succeed. Sub School leaders are valued school leaders in the School Improvement Team.
Student leadership, voice and agency are a priority at the school. Student leaders drive improvement in the areas of community, teaching and learning, environment and engagement and well-being.
We acknowledge the Traditional Custodians of the land we live, work and travel upon, and we pay our respects to the Elders, both past and present, and we recognise, acknowledge and respect the history, culture, diversity and value of all Aboriginal and Torres Strait Island people. BHHS drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan.
Further information can be found on our website: www.boxhillhs.vic.edu.au