Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Barwon South West - Greater Geelong
Reference: 1488924
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.
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.
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
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Established in 1921, Bacchus Marsh College has a long and proud history with strong community links and partnerships. The College is an integral part of the community and the past record of our students in academic, cultural and sporting fields is noted with pride.
Our purpose is to inspire all members of the Bacchus Marsh College community to be lifelong learners. We are open to all by being inclusive. We have strong teacher efficacy - each and every student can and will learn from us. Our students strive to achieve their best and build resilience for the challenges that the future will bring. Our College values are Respect, Responsibility and Effort.
Being the only state secondary school servicing the town, Bacchus Marsh College provides a comprehensive and inclusive curriculum with a range of pathways to meet the interests and needs of a wide variety of students. Literacy, numeracy and ICT are integrated into the teaching and learning program, and a wide range of VCE and VET studies are offered to our senior students, including VCE VM provision, and access to School Based Apprenticeships.
`The Avenue' is an example of an alternate program that we offer to cater for our students and can include blended learning options to meet individual student needs. We also have a diverse range of extra-curricular activities on offer.
Ecolinc, a state-wide specialist science and mathematics centre, is an important part of the College, providing our students and staff with a range of opportunities to enhance levels of engagement and learning in science and mathematics. We work in conjunction with the local Shire to operate joint use facilities, including a Recreation Centre. We have invested into ICT infrastructure and have developed a genuine 1:1 Netbook program. Following capital works, our College now boasts state-of-the-art facilities including a Science, Technology and Year 9 Learning Community Centre; a Materials Technology facility including a project yard; Food Technology, Hospitality and VCE VM spaces; a dedicated space for our `Avenue' program; and an extension to Ecolinc. Our Library Resource and Study Centre has been modernised with further plans for refurbishments and the redevelopment of our oval and recreational spaces.
Our College operates in Learning Communities (Year 7 & 8, Year 9, and Years 10-12) to ensure the development of all students, academically and socially. We believe that quality relationships based on inclusiveness and mutual respect between parents, teachers and students are the key to us achieving our purpose. We continue to implement School-wide Positive Behaviours Support and Respectful Relationships and are committed to continuing to utilise this evidence-based framework for positive outcomes.
We have made significant strides forward in recent time, with our achievement and opinion data showing signs of improvement, and our Staff Opinion Survey data is indicating improvement in the key areas, including Learning. This suggests that the work that we are doing as a staff in Professional Learning Teams and the like, is having a positive effect on teaching and learning at the College.
The College is within walking distance (approximately 150m) to the Bacchus Marsh Railway Station (Ballarat / Melbourne line). This provides easy access to the school via public transport for teachers from Ballarat or Melbourne.