Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1487526
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 Proven knowledge, expertise and leadership in supporting students, staff and families through inclusive practices which includes co-ordinating and contributing to SSGs, IEPs and the Disability and Inclusion process. Demonstrated expert knowledge of student wellbeing, mental health and the implementation of a tiered system of support.
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 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.
Glen Waverley Primary School is a seeking a self-motivated and energetic Leading Teacher who demonstrates a deep passion and knowledge of student wellbeing issues. The appointed professional will be mentored by one of the Assistant Principals and be responsible for:
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:
Our School:
Glen Waverley Primary School is a very proud Internationally Accredited Member of the Council of International Schools (CIS). We are committed to continuous improvement, global education and excellence in all aspects of teaching and learning and school leadership. We have a reputation for high academic achievement, and we are proud of the achievements of our industrious, respectful students which are enhanced by our families who highly value education. Our school is located on the busy arterial of High Street Road in the suburb of Glen Waverley, very close to the major intersection with Springvale Road in the City of Monash approximately 20 km east of the Melbourne CBD.
Our work and daily practice is driven by our Guiding Statements which provide the frame in which our school operates and comprises of our:
The composition of our Guiding Statements was strategically engineered to include what we consider are the fundamental elements of why our school exists and the morale purpose and core values that drives `all that we do¿. As such our guiding statements include an overarching definition of what Interculturalism means to us and then the specific language which defines the above elements.
Our student family occupation (SFO) density is relatively steady at 0.22 and our SFOE is 0.1653 which indicates a community with an overall high socio-economic profile with the percentile ranking above 90, showing a school with a high level of advantage relative to other state schools. The proportion of students with a language background other than English (LBOTE) is significant at 95% with 85% deemed to be learning English as Additional Language (EAL). Our current families represent 36 different nationalities. The school¿s student profile attracts substantial funds under English as an Additional Language (EAL) and Programs for Students with Disabilities (PSD) and a relatively small amount under Mobility. The school also receives funds for our international students, which are additional to the SRP funding.
There are approximately one hundred staff members across a range of fulltime and part-time positions and together offer a diversity of experience, expertise and a gender balance. Our specialist curriculum areas include Visual Arts, Music, Physical Education, Mandarin, Performing Arts, Wellbeing, Multimedia and STEAM. We also deploy a vast amount of advanced learning programs such as Sport, Art, Music, Mandarin and Maths. We also highly value the use of coaching and subsequently employ a pedagogical coach to assist with teams with their planning.
Our 980 (approximately) students can only be described as children who love their school as they are provided with a rigorous and engaging program that is based on the Science of Learning and a personalised approach.
School Strategic and Annual Implementation Plans ¿ are located on our website. I strongly encourage all perspective candidates to read these and contact me if you have any questions.
We are extremely proud of our school¿s curriculum as we have whole school approaches to Reading, Writing, Spelling and Mathematics. Currently our focus is deepening these in order to ensure consistent and high-level pedagogical implementation, in conjunction with Student Voice and Wellbeing.
The school¿s Digital Learning footprint is substantial and continually increasing. Flat screen TV¿s are installed in all classrooms, all Prep to Year 3 classrooms have approximately 15 iPads and 6 notebooks and we have a BYOD 1:1 iPad program for students in Levels 4, 5 and 6. Our robotics program is also extensive with approximately 120 robots throughout the school.
Parents are openly welcomed into our school and participation and support has strengthened in recent times including the introduction of a Community Relations (Parents & Friends) committee and attendance at excursions, incursions and classroom support. School Council is very active and enthusiastic and a sense of school pride is evident in the manner in which the school is presented. Corridors are orderly and purposefully adorned with student learning from classroom and extra curricula activities. The school offers a broad range of extra curricula programs and activities. Before and after school care is also available for families.
Playground areas are located across the multi-level site and students have access to a range of areas including a newly refurbished oval and basketball court, several hard court areas, four sets of playground equipment, and a landscaped central courtyard with sand pit and garden beds that was designed with student consultation. The classroom facilities are located across five main buildings, two cement brick clad LTC (light timber construction) design, each with a central corridor, a number of relocatable mod 5 buildings, a mod 10 (double story portable). The BER provides seven contemporary learning spaces which house the Prep and Year One students and the Reading Recovery, Advanced Maths and Languages programs. The larger of the LTC wings accommodates the library, art room, Multimedia Room, STEAM room, administration area, sick bay and the staffroom. Most specialist programs are allocated learning spaces including physical education, which has access to the school¿s gymnasium. Several learning spaces are used for oral language, a multimedia room, robotics, science and storage.
Other information
If you have any questions pertaining this position, please contact me on 9802 9938 or via email at: [email protected]
We wish all applicants well with the recruitment process.
Frank Catalano
Principal