Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1479936
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.
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.
At our College, we are committed to a quality, first-class education that encourages its young people to develop the skills required to thrive in an ever-changing, global community.
For our young people to achieve at a high level, they need to be supported by their community ¿ students, staff, and parents. At Officer Secondary College, we foster strong, positive partnerships that put the student at the centre and believe learning is maximized when it takes place in an environment enriched with high expectations, personalised learning, challenge, inclusion, and support.
We value academic pursuits and take pride in helping our students to develop solid core values, and an appreciation of the world around them. We encourage students to be inquisitive and think critically, be creative, view issues and problems from a range of perspectives and to see learning as an ongoing adventure. We promote and cultivate independent thought and the building of character. This enables students to contribute to their communities in a meaningful and positive way. Our students are supported to expound our college values- Excellence, Inclusion, Respect, Creativity, Critical thinking, and Global Citizenship and uphold our College¿s motto, ¿Learning Together, Learning to Lead, Together we Inspire¿
Our teaching environment is designed to maximise student learning by creating a calm and orderly learning environment. We thrive in designing spaces that value student attention and allow our students to achieve the best possible outcomes.
Our teachers work collaboratively across the College to ensure that the curriculum is delivered in a consistent teacher/student centered format which allows students to learn in a supportive environment to consolidate and then build on their understandings to become confident learners.
Additional support is available to students to revise concepts or to further extend their knowledge, this ensures every opportunity is given to all students to achieve their potential.
Having a highly committed staff and supportive community provides us with the optimum conditions for success.
Learning Communities
To facilitate Student support and allow each student to be known and feel connected, Officer Secondary College has implemented four Learning Communities. Each Vertical Sub School is made up of students from Year 7 ¿ 10. These Learning Communities, are supported by Sub School Learning Culture Leaders, Learning Community Leaders and Learning Community Teachers, foster an encouraging and friendly atmosphere in which students can learn effectively, and focus on preventing problems before they occur. Each Learning Community will foster the junior and senior years and allow students to build friendship groups, work with peers and develop relationships within their Learning Community.
Each Learning Community Leadership team also includes a Learning Specialist who supports the teachers in the Learning Community to improve their practice and a Wellbeing Team member, who ensures each student¿s emotional needs are met. All teachers are assigned to a Learning Community and teach the students in this Learning Community. This support includes closely monitoring the academic and personal growth of each student in their Learning Community. Students remain in the same Learning Community from Year 7 to 10 at Officer Secondary College, which allows Sub School Learning Culture Leaders and Learning Community Leaders to develop a close relationship with each student and understand each student individual needs. Learning Community Leaders liaise with student¿s families as the need arises.
In Year 11 students transition from the 7 -10 Vertical Sub School to the Senior Sub School. This allows a dedicated team, again lead by a Sub School Leader and a Year 11 Learning Community Leader and a Year 12 Learning Community Leader.
Student Leadership
At Officer Secondary College our focus is on developing student¿s confidence and leadership qualities. We cultivate a nurturing atmosphere, empowering students to embrace challenges, whether within academic pursuits, in sports, student leadership, the Performing Arts and Instrumental Music. Our supportive environment means that students can develop the leadership qualities needed to succeed in school and beyond.
At Officer Secondary College there are many opportunities for active participation. Student Leadership positions result from a rigorous process involving written applications, interviews, and student voting, fostering holistic school engagement. There are a variety of responsibilities and activities that the student leadership team are involved with during the year, with a particular emphasis upon building their capacity as leaders. These opportunities allow students to enhance their leadership skills, to experience success and meet challenges which build self-confidence and resilience and to build on the six school values: Creativity, Inclusion, Respect, Excellence, Critical Thinking and Global Citizenship
SWPBS
Officer Secondary College has Gold recognition of SWPBS. We are extremely proud of our staff, students, and community as we continue to create a positive school climate, a culture of student competence and an open, responsive management system for all members of the College.
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.
PLEASE ENSURE THAT YOU INCLUDE YOUR VIT/WWCC DETAIL IN YOUR APPLICATION