Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1537123
Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7-12, located in the southeastern suburb of Langwarrin with a current student population of 1620. We care about developing each of our students as a whole child. We build relationships and offer opportunities that position students for their pathway to success.
Our key priority areas are Literacy, Student Engagement in Learning, and Community Engagement. The College has an instructional model that guides teaching and learning for staff and students. The model provides flexibility to incorporate current department initiatives. We have a strong focus on literacy through the 3L Literacy for Learning framework, along with school wide Positive Behaviours.
The College adopts evidence-based strategies to support student's social and emotional learning. We offer a learning environment where all students can achieve their best and be positioned for a positive pathway. Respect, Empowerment, Aspiration, Courage, and Honesty are the core values that guide our work. We set high expectations for all students in all aspects of school life.
Elisabeth Murdoch College leads and implements initiatives and strategies to support the wellbeing of students, staff and the wider community. EMC is a lead school for the Department of Education Respectful Relationships initiative. We also have a newly established Inclusive Education team supporting students with additional needs including the new Tier 2 disability inclusion approach and Disability Inclusion Profiles (formerly Program for Students with Disabilities). EMC drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan. We are proud to work in partnership with the local Aboriginal and Torres Strait Islander community to support students building strength in cultural identity in engagement activities across the College.
Elisabeth Murdoch College, Langwarrin Primary School, Langwarrin Park Primary School, and Woodlands Primary School have partnered to create the THRIVE positive education network. Together we are using best practice teaching and the science of positive psychology to help every member of our school community to THRIVE.
Elisabeth Murdoch College is proud to offer a diverse set of pathways to cater to every aspiration. We strive to meet the learning needs and passions of every student, while also creating a supportive environment with opportunities for students to develop an individual sense of self and belonging to the community.
Our four Middle School Specialist Programs provide an insight into our unique approach to support students to transform their interests and passions into learning and career pathways in preparation for senior school. These programs are:
These four Specialist Programs extend our regular curriculum, creating an environment where students can challenge each other, take risks and develop the behaviours and leadership skills that will support their continued learning well beyond secondary school.
We also provide a vast curriculum that caters for the interests and abilities of a diverse range of learning styles and pathways including:
EMC College Vision & Values
Vision:
An inclusive environment that supports our community to realise their potential.
Purpose:
By creating curious and resilient learners who excel in a connected and global community.
Values:
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 A commitment to professional learning and growth for both self and others.
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.
Core Role Description and Intention of the Role
This role is responsible for designing and leading a strategic approach to strengthen student connection, belonging, voice and leadership across the College. The role will develop authentic opportunities for students to participate in and shape the academic, extracurricular and community life of the College. Working collaboratively with students, staff, families and community partners, the role will enhance student engagement, promote inclusive participation, and build pathways that connect students meaningfully with their learning, their peers, and the wider community.
This role will support the core intentions of the Student Leadership Program:
To create a more inclusive and accepting environment so that students at the College feel safe, comfortable and connected
To raise a generation of strong young leaders who can create lasting impacts on the College and our wider community
Role Responsibility
Student Leadership and Voice
Create and maintain structures which develop strong student leaders across the College.
Coordinate student focus groups and student representative bodies, ensuring authentic student voice in school decision-making processes.
Ensure student leaders are represented in, or lead, key College and community events.
Develop opportunities for students to contribute to the improvement of College culture, programs, and community initiatives.
Support the implementation of the Student Voice, Agency and Leadership (SVAL) framework across the College.
Student Connection and Inclusion
Oversee initiatives which promote student belonging, participation, and connection within the school community.
Promote a culture of inclusivity and respect, and high expectations, in which all students feel valued, supported, and safe.
Promote the respect and inclusion of Aboriginal and Torres Strait Islander peoples, implementing strategies that support self-determination in education
Work collaboratively with staff to recognise and celebrate student achievement, growth, participation, and contribution.
Collect and analyse data on student belonging, engagement, participation, and attendance to inform program development and improvement.
Coordinate the administration of the Attitudes to School Survey, including supporting students to understand its purpose and impact.
Support the development and implementation of strategies that strengthen student engagement and improve attendance outcomes.
Contribute to the implementation of the School-Wide Positive Behaviour Support (SWPBS) framework and the College approach to inclusive education.
Community Partnerships and Engagement
Build positive relationships with families and community partners to enhance opportunities and outcomes for students.
Identify and facilitate opportunities to connect curriculum programs and student learning experiences with the local and wider community.
Develop and promote a culture of volunteering, contribution and community participation across the College.
Coordinate major whole-College fundraising and community engagement initiatives.
Contribute to the planning and delivery of key community-facing events, including opportunities for meaningful student participation and leadership.
Coordinate the promotion of student achievement and community engagement initiatives through college communication channels.
General Leadership
Develop and manage an annual budget in accordance with College financial processes.
Engage in regular review and evaluation of the impact of programs, initiatives, and the role itself.
Implement a coaching approach to building staff capacity, including the use of PLCs and data-informed improvement practices.
Support the implementation of College strategic priorities.
Perform other duties as may be required by the Principal or Assistant Principals.
Leadership Expectations
Support the implementation of the SWPBS framework
Support the college framework for responding to minor and major behaviours
Attend Student Support Group Meetings
Implement a coaching approach, including leading PLCs, and using data with teachers to make informed decision and improvement
Promote academic success (NAPLAN, VCE)
Engage in the use of the Agile School Improvement Framework
Engage in regular pulse checks to review evidence of impact
Key skills and attributes of the leader
Coaching approach to building teacher capacity
Ability to build high performing mind sets and team culture
Ability to build positive and effective relationships with the college community
Ability to effectively communicate and build connection with the College vision, values and strategic plan
Highly developed listening skills, that reflect a growth mindset
Open to receiving challenging feedback and implementing this feedback to improve performance
Relevant Policies and Frameworks
Student Attitudes to School Survey (AtoSS)
Victorian Student Representative Council (VicSRC)
School Council ¿ Composition, Eligibility and Office Bearers
Direct report
Assistant Principal - Learning & Teaching
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.