Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1537408
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 evidence based 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.
Primary Leading Teacher ¿ Teaching and Learning
The Primary Leading Teacher provides strategic leadership to improve teaching practice and student outcomes across the primary years, with a particular focus on the implementation and continuous improvement of a high-quality Foundation to Year 2 systematic synthetic phonics program. The role also supports whole-school improvement priorities through instructional leadership, staff coaching, curriculum development and the use of evidence-informed teaching practices.
Working collaboratively with the Principal Class team, and other leaders, the Leading Teacher will build teacher capability, promote consistency of practice and contribute to a culture of continuous improvement.
Key Responsibilities
Leadership of F¿2 Systematic Synthetic Phonics
Whole School Improvement
Instructional Coaching and Staff Development
Curriculum and Assessment Leadership
Collaboration and Professional Leadership
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.
Vision and Values
Respect ¿ Kindness ¿ Resilience ¿ Growth - Responsibility
Timbarra offers specialist programs in the Primary area in Performing Arts (Champion School for the Musical Futures Program), Visual Arts, STEM, Digital Technology and Physical Education. In addition to core curriculum areas, Timbarra offers Secondary students many co-curricular opportunities, particularly in sport and music. The Year 9 Electives program provides students with a wide variety of student choice catering for different learning styles and personal interests. Timbarra provides a unique Year 9 Melbourne Experience program and an extensive Careers and Transition Program and individual pathway guidance for students in their transition from Timbarra College P-9 to their next educational setting.
All students have access to 'state of the art' facilities including Music, Food Technology, Media, Science, Technology, Engineering, Arts and Mathematics (STEM) Centre and Sporting Hub including a three-court basketball stadium, futsal court, full sized oval and cricket nets. We offer an extensive range of technology including the Musical Futures Program (Years 5-9) a 1:1 Year 7-9 netbook program, netbook pods situated in all Learning Neighbourhoods, iPads, Media Centre equipped with iMac computers, green room (filming) and podcast facilities. Timbarra offers a College Academy Program for students in Years 5-9 in Sport (Soccer, Netball, Basketball and AFL), Music (Young Warriors) and STEM.
Timbarra offers a Prep - Year 9 sequential program in Literacy and Numeracy with a strong emphasis on student voice and responsive teaching across all levels of the College. Timbarra provides education interventions, supports and extension programs including the Literacy and Numeracy Intervention groups and the Victorian High Achievers Program (Literacy/Numeracy).
The College¿s Explicit Instructional Model ensures that all teaching staff follow an Explicit Teaching Model with an emphasis on student choice, SMART goal setting and differentiation to accommodate the needs of all students. In our Primary School classrooms, Inquiry Based units of work promote the development of high order thinking skills incorporating student¿s personal interests. The College has implemented DET Professional Learning Communities of Practice model across the school.
Timbarra College P-9 strives to develop resilient independent learners and takes pride in promoting positive and respectful relationships for all members of the school community. The College promotes a positive learning environment supporting the growth of each individual with an emphasis on student voice and agency and is committed to continually improving educational programs, facilities and resources for the benefit of all students.