Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Leading Teacher - Range 3 Occupation: Leading teacher Location: Grampians - Horsham Reference: 1520798 Selection Criteria 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. Role 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 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:
* 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 development and developing individual and team development plans for teaching staff within the priorities of the school;
* Leading and managing staff performance and development (review of staff);
* Teaching demonstration lessons;
* Leading and managing the development of the school's assessment and reporting policies and practices;
* Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
* Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
* 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 school council consideration;
* Developing and managing the school code of conduct.
Who May Apply 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. Diversity and Inclusion 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 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. 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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: https:///pal/child-safe-standards/policy DE Values 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:///pal/values-department-vps-school-employees/overview Conditions of Employment
* All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
* Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
* A probationary period may apply during the first year of employment and induction and support programs provided.
* Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http:///hrweb/Pages/default.aspx
Program Benefits This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive and retention payments. Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria. Payments and support on offer (subject to candidate eligibility criteria, see below):
* A commencement incentive payment (pro-rata for positions less than full-time) to the amount of $50,000 (before-tax).
* Reimbursement of relocation expenses (up to $5,000) and support to identify suitable housing.
* $10,000 (before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax). Each retention payment is subject to successful completion of employment milestones.
TFI candidate eligibility criteria:
* The successful candidate must be a new employee to this school.
* The successful candidate is committing to a minimum of 2 years of employment at this school.
* The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years:
* The successful candidate meets the requirements for relocation (e.g. ordinarily resides at least 1 hour from this school at the time of application), as outlined within 'Travel and Personal Expenses - Teaching Service'.
* The successful candidate's ordinary place of residence is not classified as `Remote Australia (Vic.)' or `Outer Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
* Where the recruiting school is located within `Inner Regional Australia (Vic.), the successful candidate's ordinary place of residence is not classified as `Inner Regional Australia (Vic.), per Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas.
For further information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or ordinary place of residence address, refer to ABS Maps, via Australian Bureau of Statistics (select filter '2021 Remoteness Area'). Further information regarding this offering is available on the department's website at https://www.vic.gov.au/Relocation-incentives-to-teach-in-Regional-Victoria Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class:
* The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
* if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
* a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. Location Profile Mission Statement
Horsham West and Haven Primary School's mission is to maintain a
community of learners who are happy and confident in their ability to learn,
grow and succeed.
Vision Statement
Horsham West and Haven Primary School's vision is to empower all
students to achieve their personal best.
Values and Behaviours
Respect
* We are an inclusive and welcoming community
* We take pride in ourselves and our environment
* We engage in positive and professional conversations
* We acknowledge and hear all voices in a friendly manner
Creativity
* We learn from each other
* We are open to new learning
* We have fun and enjoy being challenged
* We problem solve and overcome challenges
Passion
* We are engaged and determined team members
* We strive for improvement
* We inspire others to excel
* We create a rewarding and exciting environment
Positivity
* We encourage others and celebrate successes
* We are an inclusive place for everyone
* We look for the positive in situations
* We support each other
The school values are the cornerstone of our expectations for our school
community.
http://horshamwps.vic.edu.au
Horsham West and Haven Primary School is a dual campus primary school
with a combined enrolment of approximately 650 students. The two
campuses are 7.5km apart, situated in developing residential areas and
enjoy a healthy level of community support and involvement as evidenced
by active Parents¿ Clubs which operate at both campuses.
The Horsham West campus is located on the western fringe of Horsham
and is a large primary school with 540 students. The campus has specialist
facilities which include a gymnasium, performing arts room, art room,
STEAM room and a well-resourced library.
Our Haven campus is located in a rural setting on the southern outskirts of
Horsham. The Prep to Year 6 curriculum provided at the Haven campus is
well supported by weekly art, German, STEAM and physical education
classes. The campus has adjoining community sports facilities that extend
the recreational activities available to students.
Each year, the school musical production showcases the talents of our
students. There is a focus on information technology with the introduction
of iPads throughout the school.
Horsham West and Haven Primary School are implementing Explicit Direct
Instructional practices across the school, with a focus on using research
and evidence to embed Structured Literacy. The school has invested
heavily in the professional development of staff, ensuring that students who
attend Horsham West and Haven Primary School receive evidence-based
instruction daily.
Our teachers are dedicated, hardworking and, importantly, caring
professionals who go out of their way to ensure all children receive the
highest quality educational experience we can offer. Our support staff
team, which includes our office administration staff, education support
liaison, welfare officer and integration aides provide invaluable support to