Leading Teacher

Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1436625
Job posted: 16/09/2024
Closes: 30/09/2024
Classification: Leading Teacher Range 3
Job duration: From 28/01/2025 - 26/01/2028
Location ProfileVISIONThe vision of the school community encompasses a commitment to achieving excellence in education for students with additional learning needs through a curriculum which integrates learning technologies with best practice in teaching and learning.
VALUESThe values embraced by the school community are:- Respect- Personal Best- Inclusion- Cooperation- HonestyThese values are embedded in the Student Code of Conduct and the Staff, Principal and School Council Codes of Practice.
CONTEXTLocated in Bundoora, a northern suburb of Melbourne, on two campuses, Concord is a specialist school which caters for students with mild intellectual disability between the ages of 5 and 18 years. Students come from a wide geographical area and a diverse socio-economic background. The Watsonia Campus caters for students aged between 5 and 9 years of age. The Bundoora Campus caters for 9 to 18 year old students. Both campuses are situated in attractive, well-maintained grounds with excellent facilities which include:- Discovery Centre- Fully equipped gymnasium- Food Technology Centre- Art and Craft room- Well-resourced library- Physical Education & Performing Arts Centre- Six school excursion buses- Comprehensive and innovative eLearning facilities and resources- Modern playground equipment- Shaded outdoor playing areas
The school, with 160 teaching and ancillary staff, has a current enrolment of 440 students. Enrolment is dependent on eligibility criteria as determined by the Department of Education. Concord School supports integration into or from mainstream schools. Support services available to parent/carers and students include access to educational psychologists, speech therapists, occupational therapists and visiting teacher services. Intensive social competency programs also form part of the core curriculum across the school.
Concord School is focused on student achievement and learning. Concord School is recognised as being a leader in the provision of education for students with additional learning needs and, as a specialist school, is highly regarded for its curriculum, learning technology programs and educational leadership.
The students are taught the mainstream Victorian Curriculum (Prep-Year 10) and VPC (Year 11-12) curriculum however the educational pathway of each student is specifically tailored, through the use of Individual Learning Plans, to meet their targeted learning needs. The students are supported through extensive resourcing, small class sizes of 8-12, education support staff in each classroom and specialised staff including a school nurse, occupational therapists, speech pathologists and student wellbeing coordinators.
Selection CriteriaSC1 Demonstrated expert knowledge of the relevant curriculum (Victorian Curriculum and Victoria Pathways Certificate). Demonstrated ability to lead and manage the implementation of school priorities.
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.
RoleLeading 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.
ResponsibilitiesEach Leading Teacher will have their own designated responsibilities. These will be reviewed and amended on a regular basis to suit changing student, DE, operational and professional needs.
Concord School is therefore looking for an educator who has the flexibility to adapt and positively respond to the challenges of future educational initiatives. Position descriptions are reviewed regularly by the Principal and may change, by consultation, to support the School Strategic Plan.
Whole School Leadership - Section Leader of Upper Primary- Section Leader of Secondary 7/8- Section Leader of Secondary 9/10- Section Leader of Secondary 11/12- Disability Inclusion LeaderThese roles will be negotiated with the Principal with experience and expertise taken into consideration and will be rotated as required.
EEO AND OHS CommitmentApplicants 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 StandardsVictorian 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 EmploymentAll 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 VIT LANTITETo 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.
Job classification:Leading Teacher Range 3
Contact:To apply for this role, you will be redirected to the Schools (Government) job application system.
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