Leading Teacher Range 3 - Director Of Learning (Hums)

Leading Teacher Range 3 - Director of Learning (HUMS) Job posted: 28/06/2024
Job type: Full time / From 28/01/2025 - 26/01/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1422747
Job posted: 28/06/2024
Closes: 18/07/2024
Occupation: Education and Training
Classification: Leading Teacher Range 3
Job duration: From 28/01/2025 - 26/01/2027
Reference: 1422747
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.
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 In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery; Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school; Leading and managing staff performance and development (review of staff); Leading and managing the development of the school's assessment and reporting policies and practices; Leading and managing the implementation of the school operations and policies related to student welfare and discipline; Leading the development of curriculum in a major learning area and participating in curriculum development in other areas; Responsibility for general discipline matters beyond the management of classroom teachers; Contributing to the overall leadership and management of the school; Contributing to the development of proposals for school council consideration; Developing and managing the school code of conduct. 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 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 (see Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via ******
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:
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:
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. 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 who are able to attest to the claims made in your application. 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 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 Alkira is a Wurundjeri word meaning Big Sky. It was chosen to highlight the place of our learning high on a hill and also the wide and endless opportunities that we make available to our school community.
The school continues to be a school of choice in the local area forcing us to manage extreme enrolment growth and transition of students across all year levels reflecting a shift in demographics and diversity of our surrounding community. This year the school enrolments have peaked at 1935 FTE enrolments, not including a number of International students and part time students enrolled in online or offsite programs. Our SFOE index is Medium at 0.4337. Our school is highly multicultural with 30 % of students being born overseas. Enrolments also include Aboriginal students, EAL students and NCCD students.
The School vision and statement of purpose and core values from day one recognised our responsibility to provide a personalised education for every child in our emerging community.
To ensure we maintain our sense of community and strong relationships, our school is broken up into sub schools and is also emerging into a senior, middle and junior school. This schools within school SWIS model helps to ensure every student is known and their personal, educational, and social needs are monitored, managed and supported by a staff of over 200. Pastoral Care is a significant aspect of the SWIS model and further supports the notion of securing the entitlements of all students. Pastoral Care has a focus on developing student learning experiences with the notion that the PC teacher and sub school support team continues to plan for student improvement.
We have embraced 21C learning and developed a range of programs and resources to promote independent learning and improved student achievement. All students `bring their own device¿ (BYOD) and work within a dedicated Learning Management system (Compass) while having access to other blended learning resources.
Our dynamic curriculum and teaching and learning programs are supported through Professional Learning Communities and focused professional development and coaching. The College has an agreed model of instruction that supports High Impact Teaching strategies.
An orderly learning environment is created by high and consistent expectations that are guided and supported by our College non negotiables. Our agreed behaviour management processes support a student's right to a safe and secure learning environment, and a teacher's right to direct and establish such an environment. The program is very successful as it focuses on students¿ work and provides an opportunity for reflection and involves a restorative process.
Our school is dedicated to fostering an inclusive and supportive environment for all students. We adhere to the principles of the Berry Street Education Model and The Resilience Project, which emphasize trauma-informed education, resilience, and emotional well-being. Our commitment extends to being ahead of the curve in supporting students with disabilities, ensuring they have access to tailored resources and opportunities for success. We also provide robust support for Koori students, honouring their cultural heritage and promoting educational equity. Additionally, we offer comprehensive assistance to students in out-of-home care, recognizing their unique challenges and providing stability and encouragement. Through these initiatives, we create a nurturing and equitable community where every learner can thrive.
Our teachers are expected to contribute to wider non curricula programs and support and celebrate our student¿s achievements. We run a system of providing course work support and extra learning opportunities outside our regular timetable.
Pathway programs are established in years 10 -12 and include opportunities for students to be involved in VCE and supplement their programs with a VET program in their chosen vocational area.
We have developed an extensive international partnership or network of sister schools in China and India, international PD, exchange and global collaborative projects are encouraged within our curriculum and teaching programs.
Alkira...a great place to work.
We will be running a school tour on Thursday 11 July 2024 at 10am. Please email Shanti Tomlin (HR Manager) if you would like to attend. Please include your contact details in your email.
Full time / From 28/01/2025 - 26/01/2027
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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