Success Criteria
* 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.
* 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.
* 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.
* 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.
* 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.
* Demonstrated understanding of, and a commitment to, the use of the science of learning and the Victorian Teaching and Learning Model 2.0 to improve student outcomes.
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.
Key Responsibilities
* Providing exemplary modelling of whole‐school teaching and learning practices aligned to VTLM 2.0 and the Science of Learning.
* Ensuring the consistent implementation of classroom routines, clear expectations, and high‐quality teaching practice across the College.
* Contributing to whole‐school improvement by supporting the implementation of the College Strategic Plan and Annual Implementation Plan.
* Leading a student cohort, ensuring a consistent and high‐quality approach to student learning, attendance, behaviour and wellbeing, aligned with College expectations and Department of Education policy.
* Using student data to identify trends, monitor progress and implement targeted supports for individuals and cohorts.
* Developing and implementing tiered supports (MTSS) at the year level, including targeted interventions for students requiring additional support.
* Working with students, parents/carers and staff to support positive outcomes, including leading meetings, communication and case management for students within a cohort.
* Leading year level planning and operational requirements, including camps, incursions, assemblies and key events.
* Promoting and supporting student leadership, voice and agency within the year level, fostering a strong sense of belonging and connectedness.
* Mentoring and supporting Year Level Leaders and building their capacity to implement College priorities.
* Working collaboratively with other leaders to ensure a coordinated approach to student learning, behaviour management, attendance and wellbeing.
* Demonstrating a strong commitment to adult learning through active and ongoing engagement with professional reading, podcasts, high‐quality professional learning, and contemporary research on how students learn and are supported to learn.
* Providing a child safe environment in accordance with the child safe standards.
* Undertaking other duties as directed by the Principal.
Eligibility
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).
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.
Qualification Requirements
* Provisional or full registration approved by the Victorian Institute of Teaching.
* Completion of an Australian postgraduate level initial teaching program or course of study on or after 1January2020, meeting accreditation standards.
* For graduates of a Victorian Initial Teacher Education (ITE) program after 1July2020, demonstration of meeting the literacy and numeracy test for initial teacher education (LANTITE) requirements.
Benefits
* A collaborative and forward‐thinking staff culture that values professional learning, teaching excellence and belonging.
* Opportunities to influence whole‐school curriculum and pedagogy and be a part of transformational change.
* Ongoing career development and leadership mentoring.
* A chance to make a real difference in the lives of students and fellow educators.
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