Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1532273
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 ability to fulfill the position description as Sports Academy Director.
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¿s goals.
Leading Teachers are usually responsible for the implementation of one or more priorities in the School Strategic Plan.
Hoppers Crossing Secondary College expects the Sports Academy Director to accept faculty wide responsibility for staff wellbeing, student management and engagement where appropriate, teacher effectiveness, student learning and community perceptions of our AFL and Cricket Academies. All Leading Teachers play an integral part within the College Leadership Team which includes the Learning Specialists and Principal Class Teams.
Leading Teachers will develop an Annual Performance Plan within the Performance Management process and it is expected that the plan will allow scope for the Leading Teacher to clearly demonstrate their ability to meet the Professional Standards as outlined. The Principal Class Team will manage the Performance Management of all Leading Teachers. All Leading Teachers will manage the Annual Performance Management process for groups of teaching staff.
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.
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
RESPONSIBILITIES:
College Wide:
Articulate to all members of the school community how the College successfully implements the DE Framework for Improving Student Outcomes.
Lead the implementation of the HCSC Teaching and Learning Framework, focusing on embedding the GANAG Common Instructional Model across the College and incorporate the use of the High Impact Teaching Strategies (HITS), High Impact Wellbeing Strategies (HIWS) and the How We Teach at Hoppers Playbook Strategies (HWTAH).
Lead teaching and learning practices focusing on the implementation of `How We Teach at Hoppers¿ foci which incorporates VTLM 2.0 (Victorian Teaching and Learning Model) and PCMS (Positive Classroom Management Strategies).
To take a proactive approach in the monitoring and enforcement of the Student Wellbeing and Engagement Policy.
To provide support and professional assistance to teachers with respect to classroom management within the context of our Student Wellbeing and Engagement Policy.
To develop a shared understanding, through data analysis, classroom observations and consultation with other teachers, of the most effective teaching practices in the College for improving student outcomes and facilitate sharing of these practices amongst staff.
To support all staff within a Performance and Development Team and undertake regular classroom visits and feedback opportunities to support the implementation of college priorities.
Reports to the Assistant Principal AP3 Curriculum.
Overseeing the coaching staff aligned to the AFL and Cricket Academies.
Develop and maintain a professional coaching relationship with all members of the HCSC Sports Academies and Academy Movement.
Undertake regular Professional Learning Walks in order to observe, monitor, mentor/coach and provide focused feedback regarding teacher delivery of the Sports Academy Curriculum across Year 7 ¿ 12.
Act as the Chairperson for all Sports Academy meetings and ensure that agendas and minutes of meetings are published.
Manage and maintain the Sports Academy KLA budget.
To liaise with Academy Movement regarding excursions and extracurricular activities including tournaments.
Model teaching approaches to enhance a teacher¿s repertoire of effective teaching practices that will motivate students in their learning.
Position Specific:
Actively seek information on a variety of pedagogical approaches and provide the Sports Academy staff with professional development opportunities that will encourage use of these approaches in the classroom.
Ensure appropriate curriculum documentation is updated, maintained and reviewed from Academy Learner to the Hoppers Crossing Curriculum drive for all Sports Academy courses for Years 9 to 12 including Yearly Planners, Unit/Topic outlines and Assessment Tasks.
Assist teachers to effectively analyse student data and use it to plan their teaching and support students in their learning.
To work in partnership with the Teaching and Learning Coach to ensure an embedding of GANAG and Playbook Strategies into the Sports Academy teaching program.
To work in partnership with the Behaviour Management Coach to ensure that staff are consistently applying the Student Engagement Policy in Sports Academy classes.
Other Duties
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.
Hoppers Crossing Secondary College opened in 1984 and is a single campus, co-educational college with an enrolment of approximately 1,500 students. Situated in an urban growth corridor, approximately 20 minutes west of Melbourne, we welcome students from Years 7 to 12, from Hoppers Crossing and the surrounding district.
The College places great importance on developing innovative and challenging educational programs, through which young people recognise the value of growth through learning. Academic rigour is valued at all stages of learning.
We aim to achieve the extra-ordinary by providing an education which has a focus on developing our students' academic potential. Our classroom focus is on challenge, engagement and achievement.
A highly committed staff share in the vision and values of the College and are dedicated to supporting students, throughout all stages of learning. The time and effort teachers put into their classes ensures the best educational outcomes which is reflected in our academic results. The College is very proud of its highest ever ATAR score of 98.90. We have excellent growth in study scores above 40 and consistency in the achievement of high ATAR scores. Over 90% of our Year 12 students progress to tertiary education or training institutes or vocational positions.
Our students are guided throughout their chosen pathway of VCE, VCAL or VET studies and are prepared for post-secondary options, including tertiary entry and further training or employment.
A diverse range of innovative educational, co-curricular and enrichment programs are offered across Years 7 to 12.
These programs include the Estancia High School Exchange Program, Chinese Overseas Learning Experience, Italian Language Immersion Program, Wakakirri Competition, Inter-School Sports, Year 7 and 10 Scholarship Programs, Student Representative Council, Youth Parliament, High Resolves Student Leadership and Work Experience Programs.
Additionally, Year 11 and 12 Enhancement Studies make it possible to incorporate TAFE certificates and University studies within the VCE program as a result of strong partnerships with a range of tertiary institutions.
The College prioritises ICT across the curriculum with the inclusion of: interactive whiteboards or media projectors in every classroom, Apple Mac laboratories and a 1:1 Netbook Program.
These facilities are aimed toward preparing students with the skills required for them to take their place as 21st century learners and citizens.
Our College grounds are immaculately presented and maintained, providing our students with a positive learning environment.
Our students are also able to enjoy upgraded facilities including plexi-paved basketball and tennis courts in addition to our $2 million state-of-the-art Science Centre.
Parental involvement in College operations and the learning process is encouraged as we consider this contribution to have a positive effect on the education of our young people.