Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1495750
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.
Leading Teacher: Student Leadership & Community Engagement
This role is designed to cultivate a dynamic and inclusive school environment, where student leadership and community engagement enrich the school experience for all. By implementing DET initiatives, analysing student feedback, and fostering house pride, the leading teacher will help build a strong and connected school culture. Students will benefit from a multi-faceted experience that supports both their personal growth and their ability to contribute positively to communities. Through collaboration and community partnerships, this role will empower students to take active ownership of their learning, leadership, and participation in school life.
Strategic Leadership and Responsibilities (Student & Staff Leadership)
Strategic Leadership and Responsibilities (Student Engagement - across a sub-school of three year levels)
Strategic Leadership and Responsibilities (School Pride & Connection to Community)
Mentors Year 7-9 or 10-12 Year Level Leaders in their role.
Member of SIT, CLT & Engagement Team.
Other duties as assigned 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.
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
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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.
Auburn High School is a co-educational Year 7 to 12 government school located in Hawthorn East, with a culturally and linguistically diverse student population serving the communities of inner East Melbourne. The school has an excellent reputation in the community as a welcoming and high-performing government school. The school has an SFO of 0.19 and an SFOE of 0.14, considered a very high socio-economic demographic. The current student population is around 700, with enrolments projected to reach 900 in the next five years.
The school is structured around several specialisms and programs- French Bi-National, Select Entry Accelerated Learning (SEAL), Science, Engineering, Mathematics and Technology (STEM), and a broad general curriculum. Auburn High School¿s vision is underpinned by the motto `Thinking Beyond¿ with the vital aim of aspirational and achieving high-quality student outcomes. A key focus of the school is to encourage curiosity and creativity from a global perspective. Our values - DARE - are represented by Diversity, Aspiration, Respect, and Excellence.
Auburn High School is the only Victorian government secondary school offering a bi-national French program. The French program is internationally recognised and offers students a creative, dynamic, and modern approach to language learning. The program has been designed to meet the requirements of both the Victorian and French governments (i.e., it meets the Victorian Curriculum requirements) and the French instruction officielles (aefe).
Auburn High School focuses on excellence across all areas, including the Arts, PE, and Sports. A wide range of sports and extracurricular activities are offered, providing leadership opportunities for students awarding recognition. There is a strong House system in place, and student voice and agency are integral in classroom practice where student forums provide feedback on classroom learning. Auburn High School is going through an exciting stage of enrolment growth, and we are building a senior campus on the corner of Auburn Rd and Burgess St.
At Auburn High School the curriculum is purposefully designed using the Understanding by Design (UbD) Curriculum Framework. Teachers use standard curriculum templates for developing and documenting what is taught and learning sequences. We are a University of Melbourne Network school (UMNoS project) with an established standard instructional teaching model, underpinned by high-yield teaching strategies to improve learning. All staff work collaboratively in teams to develop and review the curriculum, develop assessment tasks, collect data, and measure student progress. Staff observations form part of our professional learning and share practices in staff forums. Staff collaboration and the development of Teacher Collective efficacy are integral to building an inclusive culture at the school.
Auburn High School is a welcoming and high-achieving government school that is well-connected to its school community. The increasing student enrolment numbers will see further recruitment of like-minded staff joining our school.]