Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Barwon South West - Greater Geelong
Reference: 1539762
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 commitment and capacity to successfully lead the specific role of Leading Teacher of Educational Leadership - Student Leadership & Enhancement
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 Student Leadership & Enhancement Leading Teacher will be responsible for (but not limited to) the following tasks:
Demonstrate best practice within your own classroom.
Be an active member of the Student Pathways and Transition Team to ensure that there is effectively planned transitional approach for all students in the middle years of schooling
Other duties as directed by the Principal.
The Student Leadership & Enhancement Leading Teacher will work closely with Principal class and other Leadership Team members including:
Sub-School Assistant Principals and Deputy Principals
Curriculum & Assessment Leading Teacher
DBA leaders
Year Level Managers (Years 7-12)
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.
Oberon High School is located in the Geelong growth corridor of Armstrong Creek, we are a co-educational secondary school with an enrolment of 1110 students, however there is expected to be significant increase in student enrolments for the foreseeable future.
The SFOE of the school is 0.32 rating the school as medium in terms of the socio-economic background of our students and families.
The Oberon High School student population is from the southern suburbs of Geelong, the Surf Coast and Armstrong Creek. All students are encouraged to build on their talents, expand their horizons and develop a culture of learning through participation in a variety of academic, applied learning, sporting, artistic and social programs. This is reflected in the school mantra of `Shape Your Future Go One Better¿.
Oberon High School provides a learning environment in which students strive for and respect high achievement, and they develop social skills based on the principles of tolerance and understanding.
The school has a belief that all students have the ability to learn and should be progressed in their learning at a faster rate than which is occurring across the state, no matter what their socio-economic background or their educational capability. This philosophy is also reflected in the school mantra.
To support this philosophy and ensure greater consistency in teaching practice the school has an effective learning framework `The Oberon Good Lesson¿. This framework is based on the Professor David Hopkins `Powerful Learning Framework¿ and incorporates elements of John Hattie¿s research including teaching strategies that have proven to achieve large effect sizes on student learning outcomes.
Reflection of the implementation of this framework occurs through once a term classroom observations and also from being a pivotal point in teacher performance reviews. To monitor student learning outcomes and to ensure that differentiation of student learning is occurring in all classes for all students, staff are expected to use an approach called `Target 3¿. This approach involves staff members identifying three students within each of their classes, one who is below the expected level, one at the expected level and one above the expected level with a focus on ensuring that the work/tasks that are being set are challenging all students no matter what their ability level.
This approach to learning has resulted in above average growth in NAPLAN from Years 7-9 and very good results/outcomes in VCE (well above the state and regional results). The teacher quality variables in the student attitude to school survey reflect high quality teaching occurring within the school.
Whilst academic results are a priority of the school and are always emphasised within the school community, the development of social skills including communication, tolerance, empathy, fundraising for social disadvantage and positive interactions is also a priority.
The school has a very positive culture which exists between staff, students and parents. This is reflected in the student attitude to school results, parent opinion and the staff opinion survey. All results are above the state average, whilst staff opinion survey is in the top quartile in all areas, indicating the importance of ongoing staff professional learning for teachers, underpinned by the ability to learn from each other and regularly observe implementation strategies associated with the learning framework.