Leading Teacher- Director Of Whole School Literacy

Job Description Location: Western Region | Melton
Job type: Full time / From 27/01/2025 - 31/12/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1437481
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 Leading Teacher- Director of Literacy 7-12 Leading Teachers at Staughton College are members of the Senior Leadership Team (SLT) whose role is to develop, implement and review the school strategic plan and subsequent Annual Implementation Plans whilst leading and being part of highly effective teams.
A key role for all leadership members is in instructional leadership where individuals and the team proactively work to support all teachers to continually improve their individual and collective practice.
The Director of Literacy (7-12) works collaboratively to build highly effective teams that improve the quality of teaching and learning in their designated cohort.
They are champions of the School Strategic Plan (SSP) and work relentlessly to ensure the effective implementation of the Key Improvement Strategies and Targets.
Leading Teachers: Lead and manage school improvement within the agreed College processes and the School Strategic Plan. Champion high quality teaching and learning and literacy strategies across the college. Provide instructional leadership to teachers and Professional Learning Teams, and feedback to support the development of high-quality classroom practice in every classroom. Leading Strategic Direction: Lead and develop teachers as a learning community consistent with the College Vision and Values. Develop an annual Key Improvement Strategy Plan (KISP) that aligns leadership with the SSP. Work with the Instructional Leadership team to deliver literacy Professional Learning to teachers. Leading Staff: Model, articulate, monitor and coach literacy strategies with staff. Lead Professional Learning Teams to deliver high quality and effective teaching and learning practices. Manage the provision of professional development and develop individual and team development plans for teaching staff within the priorities of the school. Demonstrate high-level expertise in teaching and learning practice, modelling effective learning practice and supporting teachers to seek, analyse and act on evidence-based feedback for their own practices. Leading Literacy: Manage the implementation of whole-school initiatives in literacy. Manage the implementation of curriculum planning, documentation and delivery across the English Learning domain. Develop assessment and reporting practices including oversight of the relevant domains Assessment schedule in conjunction with the Curriculum and Assessment Leading Teacher. Work with the Leadership team to analyse student learning data to inform the planning, implementation and review of teaching and learning strategies to improve student outcomes. Oversee the organisation and management of the English Learning domain with the English Curriculum Leader, including resource and budget management; incursion, excursions; newsletter & social media articles and wider school community events. Collaborate with the school leadership team to develop a shared view of highly effective teacher practice, pedagogy and maintaining safe learning environments. Liaise with the Learning Specialists to deliver high quality teaching and learning programs. 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.
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. 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.
Location Profile At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities.
We are committed to creating an environment where every student has the opportunity to become the best version of themselves.
We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive.
This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.

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