Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1546829
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.
SC6 Demonstrated ability to implement the Disability Inclusion Program in a school to improve the quality provision for students with additional needs.
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.
Role outline for Ashley Park Primary School
In 2027 the role will include
(Up to 0.4 = 1 - 2 days ) Teaching - modelling differentiated practice for all levels of student specific adjustments that are informed by data. Ensure that Disability Inclusion Profiles are utilised to determine reasonable adjustments and that these are documented in planners.
(0.6 - 0.8 = 3 - 4 days)
Disability Inclusion - overseeing students that are currently funded for their Disability Inclusion Profile to ensure teachers and Education Support staff are effectively meeting their needs and supporting them to achieve their individual goals.
Working with the Learning Specialists to support their community teams to plan, document and implement the reasonable adjustments needed to support the students in their cohorts who have a Disability Inclusion Profile.
Facilitating Student Support Groups for all students with a Disability Inclusion profile (including those that are being developed)
Overseeing and building the capacity of staff to develop and review Individual Education Plans to ensure that individual goals are targeted to Disability Inclusion Profiles.
Designing and delivering professional learning to teams and the whole staff to improve student learning, wellbeing, engagement and access to education.
Observing in learning spaces and working alongside community teams to implement reasonable adjustments in preparation for Disability Inclusion Profiles.
Facilitating termly/regular SSGs and preparing new funding applications, including liaising with all stakeholders to organise and attend effective Disability Inclusion Profile meetings.
Overseeing NCCD processes to ensure students are accurately identified and appropriate levels of adjustment and categories of disability are determined.
Actively contributing to the School Improvement Team ensuring progress and achievement of students with a Disability Inclusion Profile is monitored and utilised to drive improvement.
*The teaching allocation may change over the time of the tenure.
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.
Would you like to be part of our collaborative team that values a positive, supportive and inclusive environment for students and staff?
Then ........ Ashley Park Primary School is the place for you!
Ashley Park Primary School is located at 105 Orchard Road, Doreen. We are in our eighth year, opening in January 2019 and will have an enrolment of 545 students in 2027. Our staffing profile consists of Principal, 2 x Assistant Principals, Business Manager, 3 x Learning Specialists, 1 Leading Teacher, 28 Community teachers, 1 teacher who provides graduate and mentor release each week, a team of 5 specialists delivering PE, Spanish/Drama, Creative Arts and Music/Dance and 19 ES (at varying EFT) who support students, first aid, grounds & facilities maintenance and the office.
The school design is state of the art consisting of our Silver Gum Centre - admin, library and staff facilities and the Eucalypt and Wattle Learning Spaces which are open plan, flexible and adaptive sharing an outdoor learning street. Our Ironbark Sports and Arts Centre includes a full size competition grade basketball stadium and performing arts space. We also have three double storey portables that house up to 300 students. The school site is large with ample play areas for the students including an AFL oval, outdoor multi courts, nature play area, sandpit, cubby zone and three playgrounds. Our local community utilise these school facilities outside of school hours. We outsource a before and after school care program that also offers curriculum day and vacation care.
The vision for Ashley Park Primary School is to be `all we can be¿; a collaborative school community formed through strong partnerships that contribute to the engagement, wellbeing and achievement of all students. Our mission is to provide a comprehensive education that empowers our students to contribute to their world, shape their desired future and develop the understandings, skills, capabilities and dispositions that will enable them to be the best they can be.
Our school values are:- Be kind. Be ambitious. Be responsible. Be all we can be.
The school will be organised into seven learning communities in 2027- Foundation, Junior 1, Junior 2, Middle 3, Middle 4, Senior 5 and Senior 6. Our teachers work in collaborative teams to plan, implement and evaluate a highly effective literacy, numeracy and inquiry focussed, teaching and learning program for the cohort of learners in their learning community. Each community teacher has a group of students for which they are the contact teacher for parents and families. They also begin and end the day with this group while working with many students across the cohort utilising our like needs groupings approach, throughout the school day.
This is a fabulous opportunity to work in a 21st century learning environment that places the student at the centre, the family at the fore and capitalises on the creativity and expertise of the teaching and education support staff to realise the potential of all.
For more information please contact Keren Barro on
IMPORTANT: When uploading your application please ensure you upload it as one document that includes your cover letter (optional), response to selection criteria (SC) and resume/CV. Please include your name in the FILE NAME.