Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1499721
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.
Sub-school Leaders are responsible for creating a positive climate for learning through the development and leadership of an effective, cohesive team of staff, students, parents and support personnel. They have a clearly-articulated, shared vision and action plan for their team, which contributes to the achievement of school values and goals. The Sub-school Leader will promote a culture of high expectations for students, staff and parents and will lead the implementation of relevant school and DET policies. They support a strong focus on celebrating student achievement, promoting student engagement and connectedness, and supporting student voice and leadership.
Specific Responsibilities include:
¿ Play a leading role in the initiation, planning and management of significant change in response to new educational directions.
¿ Develop and implement wellbeing, engagement and/or self-development programs that enhance student outcomes in Year 9 and 10.
¿ Take responsibility for ensuring that all relevant school and DET policies and practices are implemented across the team.
¿ Use a range of data to monitor the progress, learning outcomes, attendance and wellbeing of every student, and take action to ensure that appropriate support, extension, and intervention strategies are proactively implemented for each child.
¿ Manage student transition and promotion and take a proactive role in managing pathways for all students.
¿ Manage significant discipline and wellbeing issues which are escalated beyond Year Level Coordinators. The Sub-school Leader conducts suspension conferences and ensures the establishment of student support groups for ¿at risk` students.
¿ Ensure effective communication of school vision and information across the school community, including teacher professional development, parent communications and information nights, and student assemblies.
¿ 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
Applications must include:
the names and contact details, including email of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.
N.B. Failure to provide the requested referee details may result in a disadvantage to the applicant.
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