Leading Teacher - Positive Climate For Learning

Leading Teacher - Positive Climate for LearningJob posted: 19/09/2024
Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 28/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1438463
Location ProfileCranbourne 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.
Enrichment and support interventions are numerous at the College, including Connect 4 Success, Effective Reading Program, English and Mathematics enrichment classes, Applied Learning Programs, STEM and Sport Pathways, and Hands on Learning. Equal are the extra-curricular opportunities like Inter-School Sport, instrumental music program, annual College Production, and Blue Edge Program.
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.
Our highly resourced careers team ensures each of our students are provided quality individual counselling towards their chosen career pathway, whilst supporting careers education from year 7 in curricular programs of Learning 4 Success, Pathways 2 Success, and year 10 core subject, Industry and Enterprise.
Our college wide, Instructional Model & Professional Learning Teams drive our teaching and learning practices. This approach to teaching and learning promotes consistency between learning areas and year levels, and supports targeted pedagogical approaches, using data, to meet students at their point of need to promote growth and achievement for every child.
We recognize and value the importance of wellbeing for all our students and in response have a dedicated team overseeing an extensive range of supports that ensure our students enter our classrooms ready to learn. This team works closely with sub-school leaders and work extends into the classroom with a collective focus on Positive Education and tiered supports. Staff are currently undertaking professional learning in the Berry Street Educational Model across the next two years to enhance trauma informed pedagogical approaches.
Selection CriteriaSC1 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.
RoleThe 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.
Leading teachers 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. These teachers provide professional support to teaching staff.
At Cranbourne East Secondary College all Leading Teachers are responsible for a specific portfolio area, as defined by their role description and will: Be an active member of the Leadership Team/School Improvement Teams.
Develop an action plan, for area of responsibility, which is consistent with the College Annual Implementation Plan and Strategic Plan. It is expected this would be completed before the beginning of the teaching year.Contribute to the Professional Learning Agenda and lead staff in their learning.
Review, develop and document policies and processes consistent with the portfolio.Continually monitor and review progress towards goals in the AIP and Strategic Plan.
Contribute to the development of a culture within the College of high expectations and high aspirations.
Demonstrate a strong commitment to their own professional growth as a leader and the Performance and Development Culture of the College.
Communicate an understanding and belief in the College Strategic Plan.
Lead a Collegiate Team in development and review of performance and development plans.
- Ensuring that they and their Collegiate Team members goals are in alignment with College directions as outlined in the AIP and Strategic Plan.
- Assisting their Collegiate Team members in relation to targeting professional learning.
- Assisting their Collegiate Team members in the analysis of data in relation to their classroom teaching practice.
- Supporting their Collegiate Team members when they are not meeting Performance and Development Goals to improve.
Monitor an annual budget in relation to the initiatives and priorities of their portfolio.
Work closely with and support other Leaders and the Principal Team.
Deputise for the Principal team when the need arises.
Key elements of the portfolio: Leading Teacher Positive Climate for Learning The Leading Teacher of Positive Climate for Learning works as part of the leadership team to create a clear vision for the College and provide strong leadership of the components of the Positive Climate for Learning framework at CESC, including the SWPBS, Behaviour Model (Engagement Model), Berry Street Education Model, Positive Education Model (STRIVE), positive learning behaviours, school-wide high expectations, positive behaviour recognition (RGAR), House Culture, Respectful Relationships, student voice and agency, and routines. The Positive Climate for Learning Leader has:
- a deep knowledge and expertise in leading and managing a cohort of students and a team of teachers.
- proven capacity to work collaboratively with families and the community.
- proven capacity to provide a safe and orderly learning environment for improved achievement, engagement, and connectedness.
- proven capacity to build and maintain a highly effective and cohesive teams.
- proven capacity to maintain consistent high expectations for all stakeholders, based on the college processes, procedures and policies.
Scope of the role:
- Review, development, and implementation of Positive Climate for Learning framework, in line with the School Strategic and Annual Implementation Plan goals.
- Implementation of proactive initiatives to improve and maintain safe, supportive, and productive learning environments with the College.
- Work in partnership with internal and external stakeholders, to implement initiatives (e.g. PCL Team, Sport and House Culture Leader, Pastoral Programs Leader, Berry Street, and SWPBS Coach).
- Oversee a review and implementation of the Behaviour Model (Engagement Model) and exit from class process that meets the needs of all students.
- Implementation of the College Instructional Model and Positive Climate for Learning framework.
- Implementation of the College policies, processes and procedures that lead to a safe and orderly learning environment that contributes to the achievement of improved student outcomes and engagement.
- Lead the implementation of consistent high expectations for all stakeholders, based on the college processes, procedures and policies.
Responsibilities- Plan, chair and lead relevant meetings as per meeting schedule. Distribute agendas and minutes for these meeting in a timely manner.
- To develop effective, documented processes and procedures for implementing SWPBS, bringing together the components of the CESC PCL Framework.
- To proactively support staff to meet the academic, social, and emotional needs of students in their classes with a focus on data and implementing the Positive Climate for Learning framework.
- Work with Year Level Leaders and Sub-School Assistant Principal/s, record and communicate the reviewed Engagement Model.
- Work with Year Level Leaders and Sub-School APs to identify staff requiring support with classroom engagement and management, and implementation of the Positive Climate for Learning framework.
- Ensure school wide participation and involvement in the Positive Climate for Learning initiatives by involving staff, students, parents, and community organisations where relevant.
- Work with the relevant Assistant Principal/s to lead on going evaluation and development of the Positive Climate for Learning framework at the College.
- Lead the development of staff capacity to implement expectations and procedures related to the College Positive Climate for Learning framework.
- Establishing full staff involvement in the process of implementing Positive Climate for Learning.
- To engender student behaviours and presentations that reflect our values of Respect, Growth, Achievement and Responsibility.
- Liaise with other Leaders to ensure consistent processes and practices across the College.
- Meet with the overseeing Assistant Principal to review the progress towards your targets and goals.
- Model, lead and support the use of the CESC Inquiry Cycle in meetings to improve student outcomes.
- Inform and actively support the work of the School Improvement Team to improve student outcomes and school wide targets as per our target schedule.
- Meet regularly with other members of the Student Engagement and Management Team to continue ongoing review of school programs, policies, procedures, and implementation.
- Support, mentor, and coach teachers to improve teaching practice and student outcomes, with a focus on implementing the Positive Climate for Learning framework.
- Visit classes to check-in with and follow up identified staff requiring support.
- Engage personal professional development as a leader. This will involve being up to date with current research and the Department of Education priorities, policies, guidelines, and resources.
- Lead the staff professional learning program, within meeting times, that supports the staff in their understanding and implementation of High Impact Teaching Strategies (HITS) and the Positive Climate for Learning framework.
- Actively participate in, and positively contribute to, Leadership and School Improvement Team (SIT) meetings.
- Positively promote and advocate for the College and Leadership Team.
- Monitor, collate, analyse, and share student data to ensure evidence-based intervention programs and support strategies are implemented.
- Annually review the impact of all programs to ensure they are enhancing growth in student outcomes and engagement.
- Regularly meet with the Student Engagement and Management Team to discuss programs and initiatives.
- Promote initiatives, events, experiences and activities via social media, web site, magazine and newsletter.
- Effectively manage resources, including all budgets and the ordering processes. Including but not limited to:
- Sub-School and Year Level Handbook components.
- Online media.
- Produce appropriate print and promotional materials required as part of the implementation of Positive Climate for Learning framework.
- Other duties as directed by the College Principal/Assistant Principal.
Who May ApplyTeachers 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 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. 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.
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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The department'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 department values is available at:
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 sectionnames and contact numbers (telephone and email if possible) of two refereesPlease 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 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspxVIT 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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

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