Leading Teacher - Pastoral Programs

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 28/01/2025 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1449970

Location Profile Cranbourne East Secondary College (CESC), located in the Hunt Club Estate, adjacent to Cranbourne East Primary School and Marnebek School, was established in 2011. The College is in Cranbourne East, approximately 55 kilometers south-east from Melbourne CBD. As a Public Private Partnership school, we continue to experience rapid enrolment growth, with a year 7-12 enrolment exceeding 2150 students in 2024, an almost 10% increase on 2023.

The Cranbourne East community and cohort is very multicultural, with a significant number of students born overseas and coming from language backgrounds other than English. Students from refugee backgrounds make up approximately 9.7% of the entire cohort and 1% of students are indigenous. The 2024 SFOE index is 0.4551.

The College currently has the equivalent of 173 full-time staff, including a Principal, seven Assistant Principals, 11 Learning Specialists, 21 Leading Teachers, EFT 156.1 teaching staff, and 56.6 Education Support staff.

Cranbourne East Secondary College continues to develop a strong sense of community through areas of focus including house culture, student voice and agency, attendance and connectedness, transitions, Positive Education, and wellbeing. CESC is known and respected for the high expectations we have of our entire community, in all aspects of college life. These expectations extend beyond agreed behaviours and are ingrained in the learning that students are demonstrating in the classroom and form the basis for our comprehensive extra-curricular programs.

At Cranbourne East Secondary College, we stand by our purpose and motto: 'Giving every student, every opportunity to exceed their potential by providing a high-quality pathway to success'. We endeavour to promote an atmosphere of mutual respect, understanding and co-operation which is underpinned by our college values of Respect, Growth, Achievement, and Responsibility. It is these values that form the basis of our positive school-wide behaviour recognition which also encompasses extra-curricular engagement, leadership, and community service.

The College had a school review in 2023, with a new strategic plan in place for 2024-27. A review of the organisational structures occurred post this review to ensure comprehensive leadership in priority areas to support achievement of goals and targets.

The College is organised into year level teams for both students and teachers. Year Levels are led by teams of teaching and ES staff, overseen by a Sub-School Assistant Principal. Teams include leadership in the space of connectedness, engagement, transition, and voice and agency. English, Maths, Science, Humanities, and Health and Physical Education are compulsory from Years 7 to 10 with the Arts, Technology and Languages compulsory in Junior School and offered as electives in the Middle Years.

As students move into Senior School, broad and robust traditional Victorian Certificate of Education (VCE) and Vocational Major (VM) pathways are available to students. The award-winning VM Program has yielded immense, ongoing successes of our students, particularly coupled with the 4C's (Cultivating Creative Cultures with Communities) link. Ongoing growth in our VCE results has led to a consolidation of median student study score of 33 in 2023. Students have an immense breadth of subjects to choose from, with high enrolment and participation in Vocational Educational Training (VET) on-site and with community providers.

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.

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.

Role The objective 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. Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. Leading teachers are responsible for demonstrating and modelling an outstanding level of teaching.

Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan. They actively promote the safety and wellbeing of all students and are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations, including child safe standards.

Typically, leading teachers are responsible for coordinating many staff to achieve improvements in Teaching and Learning. Their focus is on the introduction of changes in methods and approaches to Teaching and Learning. However, they will also be responsible for the management and leadership of a significant area or function within the school, 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. They also manage major curriculum or student activities across the school with a high degree of independence. A leading teacher has a direct impact and influence on the achievement of the school goals.

Responsibilities Develop and implement a Pastoral Programs Action Plan, in line with the School Strategic and Annual Implementation Plan goals.

Implement the College Instructional Model in the Pastoral Program (L4S/P2S) Learning Area.

Plan, chair and lead Pastoral Team meetings as per meeting schedule. Distribute agendas and minutes for these meetings in a timely manner.

Model, lead and support the use of the CESC Inquiry Cycle in the PLT time to improve student outcomes.

Meet regularly with teaching teams and Student Engagement and Management Leaders to monitor the progress towards the Action Plan goals and build their capacity.

Support, mentor and coach Pastoral teachers to improve teaching practice and student outcomes.

Engage personal professional development as a leader and within the scope of the Pastoral Program Learning Area.

Lead the staff professional learning program, within allocated meeting time, that supports the staff in their understanding and implementation of High Impact Teaching Strategies (HITS).

Actively participate in, and positively contribute to, Leadership and Learning Area Leaders/Student Engagement and Management meetings.

Positively promote and advocate for the Pastoral Program Learning Area and Team.

Annually review the impact of all programs to ensure they are enhancing growth in student outcomes and engagement.

Effectively manage resources, including all budgets and ordering processes.

Other duties as directed by the College Principal/ Assistant 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 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.

Please ensure that your application includes:

a resume including relevant experience as well as personal details (name, address and contact numbers, business and home) a section addressing the selection criteria and the requirements for application under the Who May Apply section names and contact numbers (telephone and email if possible) of two referees Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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.

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