Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Murrindindi
Reference: 1495808
Rubicon Outdoor School is a designated specific purpose Outdoor school working with Government secondary students. We aim to empower people to develop life long positive growth by developing students understanding of self and others, and the skills required to contribute to a positive community and a sustainable environment.
Our values of sustainable futures, shaped by challenge, building community and meaningful experiences are aligned to support the realisation of our vision whilst also establishing shared expectations, community norms and remaining focused on what what matters most for our school community.
The school exists across two campuses, the Thornton Campus located in the Rubicon Valley on the lands of the Taungurung People in the Murrindindi Shire. Whilst our Nayook Campus is located between the borders of the Bunurong, Wurundjeri and Gunaikurnai People in the Baw Baw Shire.
Annually approximatley 3000 state school students attend the school, with the majority of visits being five days. Classes are distributed across the two campuses based on cohort sizes, student level learning requirements and the geographical settings of the campuses. Students live at the school predominantly within a residential setting with both day and overnight lessons occurring in natural environments sometimes further afield. All learning is drawn from the Victorian Curriculum with curriculum foci being co-designed with schools as part of a collaborative process with content descriptors for every program shaping the instructional content. Student demographics, wellbeing and engagement is reflective of broader state trends with the school have a specific focus on community living and strengthening student autonomy and leadership of self and others whilst away from home.
The school undertakes formalised community of practice arrangements with other schools, that see longer term curriculum integration of student learning at Rubicon into home school curriculum. The School Council is active in policy making and supports the priorities and resource allocation planning across the school. Membership of the school council has representation from the DET, staff members, nominees of key stakeholder groups and community members.
The school values, alongside the Department's values, are key to the work the school engages in and supports decision making and behavioural expectations and student of our community.
SC1 Demonstrated expert knowledge of the school's curriculum and ability to lead and manage the implementation of school priorities, and the teaching of an integrated curriculum
SC2 Demonstrated ability to lead the planning and implementation of high impact outdoor 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 ability to support others and create a collaborative learning environment where data is used to inform practice improvement and provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student wellbeing, learning and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department and school 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:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.