Job posted: 19/11/2024
Job type: Full time / From 01/01/2025 - 30/06/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1452809
Location Profile The Department uses a regional model to deliver education across the state. Under this model, the state is divided into four regions: North Eastern Victorian Region (NEVR), North Western Victorian Region (NWVR), South Eastern Victorian Region (SEVR) and South Western Victorian Region (SWVR). Each Victorian Region works with schools, communities and other organisations to ensure learners have the best possible education outcomes.
Further Information Prospective applicants may contact Lindy Sharp, Senior School Improvement Practice Lead M: 0429 592 343 for further information about the role.
Selection Criteria Demonstrated capacity to work as part of a highly performing team that provides leadership, contributes to a shared vision, gains acceptance of goals and sets and communicates expectations for effective performance.
SC2: Primary or Secondary School Expertise Demonstrated experience working as a middle leader within a primary or secondary school setting, as well as detailed knowledge of school structures, enablers and barriers associated with the setting.
SC3: Teaching, Learning and Wellbeing Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning to lift performance and achievement levels. Strong understanding of department initiatives, for example the Victorian Teaching and Learning Model (VTLM), Framework for Improving Student Outcomes (FISO 2.0) and Assessment and Reporting Advice.
SC4: Improvement and Innovation Demonstrated experience leading whole school improvement initiatives, through implementation of evidence-based improvement plans and policies, creating a positive culture of challenge, support and collaboration. Demonstrated expertise using data at the individual, cohort, and whole school level to monitor and inform school improvement.
SC5: Written and Verbal Communication Skills Demonstrated high level written and verbal communication skills. Exceptional interpersonal skills, including capacity to develop constructive relationships with area and regional staff, principal networks, school staff and leadership, and provide responsive and expert support and advice.
SC6: Coaching and Mentoring Demonstrated capacity to coach and mentor staff with a focus on continuous improvement. Commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.
Role Experienced teachers are invited to apply to join the new $33 million Intensive School Support (ISS) initiative as ISS Leading Teachers. The ISS initiative will provide customised and direct intervention to support schools facing complex circumstances or requiring surge capacity due to natural disaster or other crises.
Working as part of a team in close collaboration with the Senior Education Improvement Leaders (SEILs) and other regional staff, the ISS Leading Teachers will work with prioritised schools across the region in an intensive, time limited approach to provide support for school improvement.
ISS Leading Teachers will work with teacher teams to plan for and implement evidence-based teaching practice, and will provide coaching, observation, and peer-to-peer mentoring. ISS Leading Teachers will report to the regional Executive Director, School Performance, with multiple roles available in each region.
ISS Leading Teachers will be part of a collaborative community and will be supported by a centrally-based ISS Team Leader. The ISS initiative may be located in any school across the region. Shortlisted candidates will need to clarify in interview where they are prepared to travel to if they are a successful applicant. Roles are available on a full-time or part-time basis.
Responsibilities The ISS Leading Teachers responsibilities include (but are not limited to):
supporting the development of detailed school improvement plans to strengthen student outcomes; implementing required interventions by engaging with teaching teams and leadership at allocated schools to provide targeted and needs-based support consistent with the Framework for Improving Student Outcomes 2.0 core elements of Teaching and Learning and Assessment; collaborating with respective regional staff about broader supports in place for prioritised schools; reporting regularly on progress, including highlighting any emerging risks; liaising with the central ISS Team Leader including attending Communities of Practice, briefings and professional learning as required. 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.
EEO AND OHS Commitment 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.
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.
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.
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. VIT LANTITE 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.
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