Selection Criteria
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.
SC 6: Demonstrated experience in managing a staff team/program in an early intervention re-engagement setting to support students to build success and return to their Designated Local School. Or other relevant and equivalent experience.
Role
The primary roles of the Leading Teacher, Learning Spaces are:
- To lead all aspects of the Learning Spaces program, including having oversight and coordination of the daily operations and structure of two campuses, in collaboration with the SRCS Principal
- Lead and guide all meetings in relation to the Learning Spaces program with a clear scope and structure throughout identifying the purpose, actions and timeframes
- To provide all Learning Spaces team members with consistent and regular opportunities for feedback and check ins throughout the program, with key areas identified for capacity building along with supervision around the PDP process of staff
- To oversee the Learning Spaces outreach program and identify key schools and supports that can be adopted to build the programs reputation within the Hume Merribek region
- To oversee all enrolments to the Learning Spaces, including intakes, transitions and follow ups post program and build the capacity of staff to embed this practice as a consistent approach
- Directly liaise and provide feedback with SRCS Principal in relation to staff professional practice and conduct
- Fulfilling the responsibilities as a member of the SIT team, including attending meetings and participating in school review processes and modelling the implementation of the SRCS Instructional Model at the LS
- Building the capacity of staff at participating schools across the Hume Merri bek region through facilitating professional learning sessions in consultation with local school leadership
- Facilitating and delegating roles and responsibilities for the Learning Spaces staff members based on interests and expertise
- Leading the onsite coordinator(s) of the Learning Spaces in terms of building capacity and also having oversight of the outreach programs
- Teaching an area of the curriculum and building student skills and capacity in Literacy or Numeracy.
Responsibilities
Induction Phase:
- Collaborate with SRCS Principal around processes and operations of the structure of what the requirements of the induction entail
- Lead all staff and deliver relevant PD around consistent implementation of processes for student observations and key data collection at mainstream schools
- Provide support, advice and opportunities to reflect with staff in managing relationships with school including placements that are not deemed appropriate, providing evidence to relevant stakeholders for the rationale behind the decision
- Write referral context for reports and IEPs for all students at the site(s).
- Liaise with parents and school staff and arrange site visits and other key dates
- Provide alternative individual induction plans for students with non-attendance at mainstream schools
- Assign contact teachers and wellbeing staff for each student and school
- Meet with site teams to finalise timetables and subjects based on specific needs of student cohort
Intensive Phase:
- Lead the daily organisational and operational duties of the Learning Spaces programs including implementing the daily structure and staff responsibilities throughout the program
- Lead and implement the R2L process throughout the program in a trauma informed manner including the upskilling of new staff in ongoing process reflection
- Liaise with SRCS Principal when organisational and operational practice is not effective amongst staff for modifications or adaptations
- Lead and oversee that regular contact and communication with families with positive updates as well as challenges as they arise are met in a consistent manner
- Model and differentiate to all staff members that clear role clarity between teaching and wellbeing staff duties are being consistently embedded into the LS program
- Lead staff in the process and check all student reports to ensure quality before submission to schools and families in a timely manner
- Communicate the report recommendations and expectations to the referring school prior to them receiving them to avoid potential barriers in advance
- Provide regular updates to SRCS Principal about the progression of specific cohorts and liaise around strategies when dilemmas may occur
Re-engagement Phase:
- Lead and organise site based professional practice both internal and external for delivering re-engagement meetings, to ensure consistency and confidence
- Facilitate and lead a program reflection meeting post Intensive phase with clear processes implemented
- Support staff during the re-engagement phase to participate in individual and group reflective practice to identify areas for program development for possible adaptations or actions for future Trimesters
- Lead processes around a clear communication structure with staff throughout the duration of the program, both individually and as a group and maintain consistent communication with SRCS leadership
- Seek support from SRCS Principal with referrals and intakes around the upcoming Trimester when complexities may occur regarding a referral
- Lead staff in the handover phase of the upcoming cohorts, including overseeing all data received by schools from both an academic and wellbeing lens
- Lead staff in identifying key behaviours and strategies that should be addressed and reported back to schools once students complete the Learning Spaces program
Who May Apply
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.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Tenured 1 year Leading Teacher position 27/1/2026 to 26/1/2027
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Location Profile
The Learning Spaces are two annexes of Sydney Road Community School, located in Brunswick West and Coburg, that offer a short-term re-engagement program to support years 7 to 10 students to engage successfully with their NWVR Government secondary schools.
The SRCS Learning Spaces Re-engagement program (srcslearningspaces.vic.edu.au) currently runs in three thirteen-school-week cycles across the calendar year, with each trimester encompassing a school holiday period. The program consists of three phases; Induction, Intensive, and Re-engagement.
During the two-week Induction Phase, Learning Spaces Teachers and Youth Workers visit local designated school or `base¿ schools to gather information about students via professional interactions with relevant staff, formal pre-program student assessments, and complete classroom observations.
Students then attend one of the Learning Spaces full-time for the eight-week Intensive Phase, during which predominantly Tier 1 and 2 interventions are undertaken within a designated school-like environment to address specific barriers to engagement and success in areas such as behavioural, academic, social, and emotional difficulties.
Upon completion of the Intensive Phase, students return to their base schools for the three-week re-engagement Phase, wherein Learning Spaces teachers facilitate re-engagement meetings where they report student outcomes from their placement; outline successful strategies; and negotiate a set of interventions with base school leadership. They then conduct classroom observations focused on the agreed interventions and offer support to base school staff in implementing the interventions and meeting the needs of returning students more generally.