Leading Teacher - Curriculum And Assessment Leader (Term 3 Start)

Leading Teacher - Curriculum and Assessment Leader (TERM 3 START) Job posted: 21/06/2024
Job type: Full time / From 21/06/2024 - 27/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1421692
Job posted: 21/06/2024
Closes: 04/07/2024
Occupation: Education and Training
Classification: Leading Teacher Range 3
Job duration: From 21/06/2024 - 27/01/2027
Contact: Shane Cole-Hayhow | 03 9749 0246
Reference: 1421692
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 ability to lead a range of staff in curriculum and assessment development, implementation and delivery including VCE and Victorian Curriculum.
Role The Curriculum and Assessment Leader, leads a team of key curriculum personnel to oversee the development, implementation and review of the school¿s curriculum structure and programs, and assessment and reporting practices consistent with the College's Teaching and Learning Framework.
The Curriculum and Assessment Leader will promote a culture of high expectations for students, staff and parents, and support this by taking a leading role in the implementation of school and Department of Education (DE) policies, including the Framework for Improving Student Outcomes (FISO 2.0).
The Curriculum and Assessment Leader monitors student learning outcomes by working with the leadership teams assisting with the analysis and school-wide sharing of all student learning data in relation to the goals and targets of the School Strategic Plan and Annual Implementation Plan.
The Curriculum and Assessment Leader will work closely with the Principal Class to provide a coherent and strategic focus for professional learning and development of VCE, Vocational Major & VET teaching practice across the school.
The Curriculum and Assessment Leader reports to the Principal via the Assistant Principal of Teaching and Learning.
Responsibilities Key Responsibilities:
Be a champion for Curriculum and Assessment across the College and wider community, promoting the opportunities and pathways VCE brings students Be a strategic driver of innovation in both the VCE and Year 10 Victorian Curriculum (VC) Programs Be responsible for the overall implementation of appropriate curriculum and pedagogy for effective teaching and learning at VCE/VC for Years 10, 11 and 12. Lead the development of a guaranteed and viable curriculum to create and maintain authentic learning experiences for all students.  In consultation with key stakeholders, review and modify college policies relevant to VCAA compliance across VCE & VC Oversee the VASS procedures in conjunction with the VASS administrator  Ensure that a differentiated curriculum is delivered across VCE to meet student needs Develop and implement appropriate policies, practices and processes across the school with regards to the VCE & VC programs Ensure all quality assurance requirements are met Practice 
Champion student-led projects from project design through to implementation Model high-quality, innovative curriculum design and pedagogical practices and support others to do the same Model exemplary professional learning practice through seeking feedback from other teachers and leaders Build staff capacity to scaffolding literacy and numeracy development Build staff capacity in the use of High Impact Teaching Strategies (HITS) and High Impact Engagement Strategies (HIES) to improve learning outcomes for students Implement processes to monitor and improve VCE/VC student attendance and outcomes Participate in a local Community of Practice for VCE Build staff capacity in the use of differentiation to challenge students at the appropriate level of learning Assist staff to interpret various data sources to evaluate effectiveness of programs and impact on student learning To provide evidence based feedback to teaching staff to inform their effectiveness and development through mentoring staff as part of the school¿s coaching model To work with staff to ensure the planning and management of relevant subject events To ensure that Curriculum and Assessment is positively promoted at all information sessions, whole school events and regularly to the wider community Regularly visit classes in all Domains to observe teaching practice and student learning behaviours Engage personal professional development as a leader and within the scope of the VCE/VC Learning Area. This will involve being up to date with current research and the Department of Education priorities, policies, guidelines and resources. Share extensive knowledge of Curriculum, Assessment and Reporting Professional Development opportunities Work in close collaboration with Careers and Pathways Team Other duties as outlined by the Principal General Responsibilities:
Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes. Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth. Model use of the College Teaching & Learning Framework and support other staff to build their capacity in the use of this framework. Facilitate and lead a Professional Learning Team (PLT) with a focus on improving teacher capacity. Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements. 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 and Training 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.
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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx
DE Values The Department's employees commit to upholding DET's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET'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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
Other Information Whilst a major duty of a Leading Teacher is to perform the tasks as outlined in the position descriptions, they will also be expected to provide leadership across the school beyond that position. What differentiates a Leading Teacher role from a Special Payment role is the leadership responsibilities required as outlined in the Roles and Responsibilities section of the current School Agreement (see below).
"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."
Leading Teachers will be expected to represent the college at functions such as the College Information Evenings, Awards Nights, Drama Productions, etc. As significant members of the leadership team, they are expected to publicly support and promote the college and the educational programs at every opportunity.
Tarneit Senior College expects all Leading Teachers/Learning Specialist to accept college wide responsibility for Staff Wellbeing, Student Management and Engagement, Teacher Effectiveness, Student Learning and community perceptions. As such all Leading Teachers/learning Specialists play an integral part within the college Leadership Team which includes the Principal Class Team.
Leading Teachers/Learning Specialists will develop a two-three year Implementation Plan and it is expected that the plan will allow scope for the Leading Teacher/Learning Specialist to clearly demonstrate their ability to meet the Professional Standards as outlined.
Leading Teachers/Learning Specialists will also be required to prepare an annual report for the Principal to be tabled at School Council. This report will outline the achievements within the specific role and leadership tasks undertaken and will be used to help prepare the School Annual Report.
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 Tarneit Senior College values are 'Integrity, Innovation & Focus' Tarneit Senior College is located in a developing area of Wyndham, approximately 25 kilometres from the Melbourne CBD. We are located next to one of our main feeder schools - Tarneit P-9 College while also accepting enrolments from a number of other primary and P-9 schools including Baden Powell College and Truganina P-9 College. Significant enrolment also comes from new families moving into Tarneit with Wyndham being one of the top growth corridors in Australia. The school is situated near a number of areas of significant urban development which will see continued enrolments over the next 5 to 10 years of families moving into the area. The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2024 we have approximately 1050 students enrolled, and the projected enrolments is for the school to stabilise around this number in the next few years.
As a Senior College catering for Years 10, 11 & 12 we are able to offer comprehensive curriculum, pathways, and transition programs to cater for the academic and vocational needs of students. The college offers a wide range of VCE and VET programs including Vocational Major and Victorian Pathways Certificate. There is emphasis on the social, emotional, cultural, and academic needs of our students in order to develop their full potential. Through a caring and safe `House¿ structure; individual students are encouraged to think, reflect, and develop into successful learners so that they can take their place in society as informed, responsible, and active members of the community of Tarneit and beyond.
Tarneit Senior College is defined by:
 A well-balanced curriculum program that utilises purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development. Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post-compulsory pathways for Years 10 to 12 students. The participation of staff in professional learning communities focussed on subject expertise and high-level understanding of students. Shared educational responsibility between parents, staff, and students. Effective channels of communication that promote trust, positive interactions, and strong links with the wider community. Our teaching & learning focus includes an emphasis on developing engaging learners using a range of research-based teaching and learning pedagogies and a collaborative approach to developing our staff.
We have a continual focus on improving Yr12 ATAR results. This approach focuses' upon improving teaching & learning delivery and the use of data to understand then improve our work.
The college prides itself on its multi-culturalism, inclusion and diversity. The College has students from diverse backgrounds and over 60 nationalities which are celebrated throughout its facilities and it's many co-curricular activities.
In 2024 the College staffing profile consists of a College Principal, 4 Assistant Principals, 7 Leading Teachers, 6 Learning Specialists, 74 EFT Teaching Staff, Business Manager, and 32 EFT Education Support Staff.
For 2024 the College has prioritised the wellbeing of our staff. We had put in a range of supports to ensure that Teaching staff are supported in their everyday work. These include:
Staff hours of 8.30am to 3.30pm for 4 days a week. Every Wednesday an early student finish at 1.50pm to facilitate Professional Learning and Collaborative time for all staff. Every Wednesday has a Professional Learning focus with PLCs or Domain collaboration meetings. Full time / From 21/06/2024 - 27/01/2027
Job classification:Leading Teacher Range 3
Contact:Shane Cole-Hayhow | 03 9749 0246
To apply for this role, you will be redirected to the Schools (Government) job application system.

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