Leading Teacher 3 - Head Of Literacy

Job type: Full time / From 15/07/2024 - 09/07/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1422441
Job posted: 28/06/2024
Closes: 14/07/2024
Occupation: Education and Training
Classification: Leading Teacher Range 3
Job duration: From 15/07/2024 - 09/07/2027
Contact: Harald Ruff | 03 9874 3422
Reference: 1422441
Occupation: Education and Training
Salary Range: Salary not specified
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.
SC6 Demonstrated high level educational leadership in Literacy and English with a proven capacity to implement programs that support the learning and wellbeing of all students.
Role At Mullauna College (MC), Leading Teachers are an integral part of the Leadership Team and a related School Improvement Team (SIT). They work closely with the Principal team, sharing responsibility for whole-school improvement through the development, implementation and review of the School Strategic Plan, Annual Implementation Plans, policies and processes. 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 The MC Leading Teacher - Head of Literacy will: 1. Demonstrate outstanding classroom teaching practices, especially of Literacy and English in the Victorian Curriculum and VCE.
2. Demonstrate a commitment to developing themselves as a research-informed educational leader, in line with the MC Motto, Vision, Mission, Values and Philosophy.
3. Demonstrate the capacity and commitment to developing the learning and teaching capacity of other staff, and to the wellbeing and learning outcomes of students.
4. Be an active member of the school Leadership Team, and an associated School Improvement Team (SIT), by utilising SPOT and the FISO Improvement Cycle, engaging with associated working parties and other relevant groups, all with a whole-school leadership focus informed by DE and college requirements. 
5. In line with the MC Instructional Model and the MC Vision for Learning & Teaching, lead the development and implementation of consistent student learning, engagement and relevant wellbeing policies, programs and strategies, and thus build and maintain the college¿s culture of high expectations and high academic achievement for all students.
6. In conjunction with the school Leadership Team:
a. oversee and deliver the Literacy and English components of the Annual Implementation Plans and Strategic Plan. 
b. implement and lead the collection and analysis of whole-school student data from Panorama and other sources (NAPLAN, VCAA, GAT, PAT-R, IXL etc.), and utilise this data to drive improvement in engagement and learning outcomes across the college in Literacy.
c. l ead and embed the Professional Learning Communities structures and processes to lead the development, collection and analysis of student data to drive improvement in engagement and learning achievement outcomes across the English Faculty.
d. develop, implement and evaluate the college¿s plan for Literacy improvement.
7. Provide dynamic and innovative leadership of the English Faculty by:
a. being an active member of the Learning & Teaching (formerly Curriculum) Committee;
b. developing agendas for the English Faculty and team meetings;
c. ensuring consistency and clarity across the year level and subject teams, and continuity of programs and processes, particularly by maintaining the handbooks, associated timelines, documented curriculum, assessment and reporting practices;
d. the development, implementation and evaluation of action plans;
e. ensuring maintenance of processes, policies and priorities in accordance with DE, NEVR, Victorian Curriculum & Assessment Authority (VCAA) and other relevant statutory bodies.
8. Together with the Leadership Team and Learning Specialists:
a. lead improvement of college pedagogy / instructional practice, including through the coordination of induction of new staff, Learning Walks, Classroom Peer Observations and Demonstrations, and through conducting Important Conversations and providing feedback when issues arise;
b. ensure a rigorous EAL engagement and support program, especially to support the International Student Program;
c. develop and lead a Community of Practice with local primary schools, other colleges, networks and professional associations to strengthen transition, learning continuity and other programs.
d. provide relevant professional learning activities that assist in consolidating and strengthening English Faculty classroom teacher capacity. 
9. Together with the Literacy, EAL, transition and support teams (MYLNs, TLI, etc.), identify students through available data and lead the implementation of Literacy support across the college.
10. In co-operation with the Leading Teacher ¿ Learning & Teaching and the High Achievement Program Leader, ensure that challenging programs within and external to the classroom are offered for talented English students, and that their talents and successes are celebrated.
11. Liaise with the Debating Leader to maintain and develop this program.
12. Liaise with the Library Technician to promote literacy, reading and other relevant initiatives, for example Premier¿s Reading Challenge.
13. Work in conjunction with other Heads of Faculty and the Careers & Pathways Leader in the promotion of school-based English and Literacy programs through various forums including the Open Evening, Subject Selection Expo, Parent Information Evenings and Pathways Programs. 
14. Support the Principal class team in the provision of the Performance & Development process.
15. Other duties as required by the Principal.
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 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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on: ******
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:
The Department's employees commit to upholding DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE'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 DE values is available at:
Applicants should access the college website and may contact the Principal, Harry Ruff ****** for further information concerning this position. The School Strategic Plan and the Annual Implementation Plan and the Annual Report are available on the college website.
Applications for this position must be lodged via Recruitment Online by the advertised closing date Sunday 14 July 2024; late applications will not be considered.
Applicants are advised to include: A cover sheet providing the name of the applicant, record number (where applicable), VIT or WWCC number, home and school email address, telephone number and a telephone number where the applicant can be contacted during business hours. A specific response to each of the five selection criteria of no more than one page per criterion. A separate curriculum vitae that is a summary of experience and qualifications. The names of three referees including contact details, work and mobile phone numbers, email address, current position and relationship to the applicant, and a short explanation as to which selection criteria each referee can best comment on. 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://www.education.vic.gov.au/hrweb/Pages/default.aspx 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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile Success through learning together Mullauna is a co-educational, Year 7¿12 state secondary college located in Mitcham. We are committed to providing a safe, supportive and inclusive learning environment for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents & carers to support student learning and wellbeing. We share a commitment to, and a responsibility for, creating an engaging, inclusive and safe school environment for our students. Mullauna College is committed to child safety; all members of the Mullauna College community observe the Child Safe Standards and expectations for appropriate behaviour towards, and in the company of, children.
Our vision for our students is that they will model our college values of `Curiosity, Courage & Community¿, and thus grow to be courageous and engaged young people who value and respect curiosity and learning. We value the pursuit of excellence and strive to provide authentic and contextual opportunities for all students to experience success and contribute positively to their community. 
The college¿s mission is to create reflective and independent learners for life through a learning community that provides a challenging and secure environment responsive to individual learning needs. We believe that effective learning occurs when outstanding and innovative teachers provide a variety of tasks that actively engage students who are encouraged to take responsibility for their own learning. The expectation is that students will be successful and enthusiastic learners capable of building positive relationships.
Mullauna College has a strong tradition of academic excellence, active student leadership and participation, as well as outstanding music, sporting and debating programs. The college programs offer breadth of pathways and Year 10 students can access VCE subjects, including VET. Mullauna also delivers an International Student Program.
Sitting at the centre of its work, the college believes in high expectations in all students and a commitment to hard work. Our aim is to prepare young people to become active, engaged and responsible citizens of the local and global community. A major focus is to prepare students to contend with a very dynamic world in which creativity, cooperative work, connectedness and adaptability are key features. The school aspires to provide a contemporary approach to learning and teaching in its purposeful educational environment.
The college operates in two sub-schools, Junior and Senior. In the Junior School, Mullauna has an engaging curriculum that includes core, elective and inter-disciplinary programs: Challenge at Year 7, an expansive combined Year 8 & 9 electives program, and SkillZ@Mullauna at Year 9. Excel is a selective program for high-performing students that operates from Years 7 to 10. The Senior School structure promotes the acceleration (advanced placement) of Year 10 students into VCE and VET Studies. Senior School students undertake an academic VCE with access offered in VET subjects through the Mullum cluster. Thus, all students have access to a successful future pathway. The college offers a long-established International Students Program with homestay placements, specialist English as an Additional Language (EAL) teachers and tutors both in class time and after school.
Mullauna College is entering an exciting new era with a recent $5.23 million building and Master Plan Grant which with construction currently of a two-storey eight-classroom learning centre. We excitedly await further details of the state labour government¿s 2022 election commitment of a further $17.6 million to the next stage of our masterplan!
This follows significant upgrade of learning spaces in 2017 which accommodates flexible curriculum opportunities for students and facilitates teachers¿ innovative and collaborative practice. The facilities upgrade is a mix of new and renovated spaces and includes:
a new Junior Learning Centre and renovated science classrooms a new Arts and Design Centre a Makerspace for interdisciplinary, STEM learning a renovated library building which accommodates a library and a spacious Staff Centre which brings all teachers out of satellite staff rooms and into the one building a VCE Learning Centre and Common Room CURIOSITY Be creative: think, ask and explore Look for new interests and different perspectives COURAGE Commit: persevere and strive to achieve your personal best Create opportunities from uncertainty and complexity COMMUNITY Be courteous, kind and compassionate Be accountable: contribute to a safe and sustainable environment THE MC LOGO The spheres of our college logo represent (from left to right):
Community ¿ Mullauna¿s links with the community and their importance to the college. Primary Schools ¿ Mullauna¿s strong links with primary schools. The world beyond Mullauna College ¿ the aspirations, hopes and challenges of our students. The Student ¿ the student graduates from Mullauna as a young adult, educated and prepared for life. THE MC MOTTO - SUCCESS THROUGH LEARNING TOGETHER Our college motto, Success through learning together , provides the vision of our college community and reflects our belief that personal success is best achieved when students, teachers and parents / families work together in partnership, through i nteractions that are positive, respectful and purposeful.
We are reflective and open to change, optimistic in our endeavours, and focussed on the improvement of wellbeing, engagement and learning outcomes. Together, we are building the capacity of our community to engage meaningfully and contribute positively in an increasingly complex world.
THE MC VISION FOR LEARNING & TEACHING: We achieve personal success by collaborating and actively engaging in supportive, challenging and diverse learning opportunities. Our Vision for Learning & Teaching will be achieved through the implementation of the MC Instructional Model, which underpins our pedagogical practice, and sets clear expectations for learning and teaching practices for our staff, students and parents. It guides staff in implementing more consistent, responsive, high quality and innovative curriculum and programs.
Position:
Leading Teacher ¿ Head of Literacy
Classification:
Leading Teacher
Responsible to:
The Principal Team
Time Fraction:
1.0 = 38 Hours
Other:
This is a three year tenured position: 15-Jul-2024 through to 9-Jul-2027
Full time / From 15/07/2024 - 09/07/2027
Job classification:Leading Teacher Range 3
Contact:Harald Ruff | 03 9874 3422
To apply for this role, you will be redirected to the Schools (Government) job application system.

#J-18808-Ljbffr