Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1480005
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.
Develop and implement policies and procedures to increase student participation and attendance in class
Model BSEM strategies and strategies for inclusive and engaging classrooms
Liaise closely with Wellbeing to develop a comprehensive understanding of student/family background and needs
Contribute to the development of student IEP with strategies to improve their engagement with learning
Liaise with parents to develop shared strategies to improve student attendance
Liaise with staff and parents to develop shared strategies to improve and enrich participation in learning
Develop positive relationships with students and support them to develop resilience and self regulation.
Support staff in developing purposeful ready to learn plans
Support classroom staff in the implementation of behaviour management strategies
Attend student SSG meetings/Care team meetings as principal representative when required
Ensure students have appropriate Absence Learning Plans when required
Facilitate restorative sessions to support student re-entry to classroom
Implement staged responses for student management issues and ensure fair consequences are in place
Ensure that the relevant sector establish and maintain regular contact with parents and carers
Collaborate with SIT in the Co-ordination and implementation of College programs and events
Collaborate with relevant AP to coordinate and run parent information sessions and events
Provide coaching/mentoring to teams or individuals to support the attendance and active engagement of students
Liaise closely with other Learning Specialists and Leading Teachers
Be an active member and contributor to the School Improvement Team
Monitor and improve student outcomes though collaboration with the School Improvement Team
Participate in and contribute to PLT/Curriculum meetings and professional development
Develop and implement a semester-based improvement program for Student Engagement
Support the implementation of the Annual Improvement Plan
Any other duties as directed by the Principal Class
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 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. Leading teachers ensure the provision of a child safe environment in accordance with the 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. The school¿s Child Safety Code of Conduct is available on the school¿s website.
The Leading teacher will play a key role in improving student engagement and attendance at Doveton College. Working closely with PLT leaders, classroom teachers and the Principal class, the Leading Teachers¿ Student Engagement will develop staff capacity to engage students in their learning without disrupting others and without exiting the classroom. The Leading Teachers -Student Engagement will ensure that all classroom teachers embed the Doveton College Teaching and Learning Framework, which includes the appropriate use of Berry Street Education Model (trauma informed practices) to establish a safe, inclusive and engaging learning environment. When mentoring or coaching others the Leading Teacher will utilise the GROW coaching model and use data to identify and drive improvement. The Leading Teacher will have an English/Humanities teaching allotment with a time allowance for this role.
Leading Teachers will be supported with structured professional learning to develop their leadership and a time allowance to support them in fulfilling their responsibilities. Leading teachers will effectively use data/evidence to inform their practice and leadership. To achieve this, Leading Teachers will engage in their own professional development as leaders and within their scope of responsibilities. This will involve being up to date with current research and the Department of Education priorities, policies and guidelines.
Leading Teachers should demonstrate the AITSL standards of a Lead Teacher when undertaking their role and responsibilities.
POSITION RESPONSIBILITIES
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key role of the leading teachers may include but is not limited to:
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
Leading and managing the provision of professional learning and developing individual and team performance and development plans for teaching staff within the priorities of the school and in the allocated portfolio
Leading and managing staff performance and development (review of staff) where applicable
Leading and managing the development of the school¿s assessment and reporting policies and practices
Teaching demonstration lessons relevant to portfolio
Leading the development of curriculum in a major learning area and participating in curriculum development in other areas
Leading and managing the implementation of the school operations and policies related to student engagement and wellbeing
Responsibility for general discipline matters beyond the management of classroom teachers
Contributing to the overall leadership and management of the school
Contributing to the development of proposals for College Council consideration
Developing and managing the school code of conduct
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
Doveton College is a unique, diverse and vibrant learning community. It is unlike any other educational setting in Australia. Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia. It is the first of ten settings to be developed in association with the Colman Foundation and DET.
In 2009, the Colman Foundation approached the Victorian Government with a desire to become directly involved in the education of young people who come from a background of disadvantage, including high migrant and refugee groups. The Colman Foundation provided a financial contribution and continues to provide an annual financial contribution to allow for additional services to be provided which are over and above the normal funding regime for the College. The Foundation has a goal of changing the life opportunities of young people by supporting families and communities access education, health and wrap around services with the school at the centre of the services.
Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults. The focus is on providing high quality teaching and learning programs across the 0 ¿ 15 range with additional learning opportunities for parents and the wider community members. It provides a wide range of wrap-around educational and allied health support for Baby College, Maternal and Child Health services, and Adult Learning opportunities. Early Learning has been accredited as a AQECA Centre of Excellence operating a long day setting, with a focus on learning through play in a structured, appealing indoor, outdoor learning environment.
On any week, the College is a vibrant learning hub with 130 children in early learning, 620 students in Foundation to Year 9, 150 involved in play groups, 70 regular volunteers and 150 participants in adult education courses. Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.
The community expectation is that the College will provide a safe and secure environment where the individual student can learn and develop to their full potential. In the school setting, high quality teaching and learning is non- negotiable. All staff are expected to commit to driving this agenda by their professionalism and dedication to the Doveton College vision. The Doveton College vision is clear and is based on the belief that every child will succeed. There is a commitment to: