Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1499739
Beaumaris Secondary College is a years 7-12 secondary school located in the leafy bayside suburb of Beaumaris in close proximity to the bay, a marine sanctuary and nature reserves. The excellent sporting facilities on site are part of a developing relationship with the Melbourne Cricket Club (MCC). The community and family partnerships are vital for the success of the school. This transforms the identity of a community and builds on our local connections that welcomes everyone. A place where we have high aspirations and expectations of our students, families, school and community.
Beaumaris Secondary College's teaching and learning vision "We learn purposefuly by cultivating curiosity, being reflective and making real-world connections." Our mission is "To inspire students to become critical global citizens." A commitment to the pursuit of academic excellence across a diverse and engaging curriculum, both in and outside the classroom, which is inclusive and responsive to the diversity of learners. A significant focus will be on matching pedagogy to learning spaces and employing highly capable, collaborative and creative staff to ensure that the teaching and learning is of the highest calibre. The learning community will be:
Beaumaris Secondary College will support students to make healthy choices and have opportunities throughout the curriculum programme and extra-curricular activities to participate and learn the importance of a healthy and active lifestyle. We value our unique local environment. Beaumaris Secondary College will foster and develop our sense of place in the world as global citizens who can contribute within the wider context of sustainability and environmental stewardship.
We aim for our students to understand their personal agency and group capacity to contribute to our world in a positive, honest, and sustainable way with responsibility, pride and integrity.
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 capacity to be flexible and adaptable to lead whole school initiatives in response to student voice/agency and the strategic direction of the school.
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.
Responsibilities of the Leading Teacher - VCE Studies:
· Lead VCE teachers on sharing best practice and strategies that will improve student outcomes.
· Liaise with the Inclusion team to provide special provisions and program adjustments to support student learning as required.
· Lead in the induction of staff to VCE & VCAA policies, processes and procedures, particularly those new to the College.
· Attend Professional Learning associated with VCE policies, processes and procedures.
· Administer VCAA regulations as they apply to VCE students and studies, including SAC redemption and VCE Panels in conjunction with Assistant Principals and Staff.
· Receive communication from VCAA via email, VCE Bulletin and disseminate as required.
· Support the administration of transition processes including:
o Working in conjunction with the Assistant Principal and Staff to organise Beyond activities and VCE Parent Information Evenings.
o Updating and publishing the VCE Policies Handbook for staff, student and parent reference.
· Liaise with Learning Area Coordinators and Subject teachers regarding specific concerns in subject matters e.g. a large number of concerns about the content of a subject or home learning, etc.
· To ensure current and prospective students, parents are kept informed of curriculum initiatives within the VCE.
· To work with Assistant Principals on the subject selection procedures in the College.
· To work with the VASS administrator and subject teachers to ensure that all relevant data is entered so that:
o class lists for VCE subjects are up-to-date.
o all results are entered and sent to the VCAA by the due date, after being checked by relevant staff members.
· To present a summary of VCE data to the Leadership Team on a yearly basis.
· To provide all VCE Staff with the VASS examination and study data, distribute VCE data review booklets to VCE staff at the beginning of the year.
· To work with the VASS Administrator to ensure the security of the VASS data.
· To liaise with Year 11 and 12 staff over dates for SACs/SATs so that student loads are reasonably spread.
· To work with teachers to ensure that students are informed of appropriate dates for assessment both internal and external.
· Work with relevant Heads of House to support the planning and organisation of Year 12 camp.
· Coordinate suitable times and supervision for catch-up SACs and other relevant assessments.
Exam Preparation:
· Organising suitable spaces and supervisors for internal and external examinations.
· Draft and publish a Year 10 and 11 examination timetable.
· Coordinate with the Leadership team, Daily Organiser, and Facilities.
· Support relevant teachers with the VCAA audit process for VCE subjects.
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
This Leading Teacher role is tenured until January 2030 (4 years) and will be reviewed accordingly in alignment with the school strategic plan.
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.