Leading Teacher Range 3 - Disability Inclusing Fte 0.8

Job Description Location: Geelong | Queenscliff
Job type: Part time / From 28/01/2025 - 29/01/2030
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1444027
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.
SC6: Demonstrated understanding and capacity to work in a collaborative teaching partnership with other teachers in flexible and responsive learning spaces, where learners and learning are central to all work undertaken by teachers.
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). Teaching demonstration lessons. 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.
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 Our motto is Innovate, Engage, Excel and our aim is to engage our community through valuing Respect, Responsibility and Kindness.
The school prides itself on its culture of learning with staff working in cooperative Professional Learning Teams (PLTs) and engaging in weekly professional learning opportunities.
A strong focus on individualised student learning is at the core of our work with each student setting goals in Literacy, Numeracy and personal growth.
We believe that students have the greatest chance of reaching their potential if there is collaboration between students, staff and families. This cooperative approach is what makes our school an active and vibrant learning community.
An active School Council and a Parents' and Friends Association are integral to the success of the school.
Our School Vision:
We are a safe and inclusive school where all students are curious, engaged and challenged to always do their best. Together we nurture positive relationships, student voice and a lifelong love of learning.
School Values
Values are shared beliefs about how we work together. They influence our choices and provide a framework to guide our intentions, actions and decisions in the workplace and in the communities in which we operate. The following three core values we believe will lay the foundation for our future success:
Respect - Treat everyone with equal consideration. Be accepting of others and their differences. Responsibility - Be accountable for your actions. Contribute positively to the school and wider community. Kindness - The quality of being friendly, generous, and considerate. School Focus
Student Achievement: If teachers and students have high expectations and practice excellence is built through feedback, coaching and learning in collaborative teams, student learning growth and outcomes will improve.
Student Engagement: If students have an authentic voice in their own learning, and school processes and practices encourage them to plan their own pathways, then learning confidence and high aspirations for their futures will be built.
Student Wellbeing: If preventative programs and social and emotional learning is integrated in learning, together with wellbeing support for students and families, health and wellbeing will be fostered.
To support our Vision Statement and Values we promote a curriculum that provides a positive and cooperative learning environment in where students are supported to achieve their potential.
The curriculum is planned and delivered based on the Victorian Curriculum by teams of teachers using an integrated framework incorporating all key learning areas. At all levels, a variety of teaching and learning strategies are in place to develop effective literacy and numeracy skills.
Further to the student centred focus of the school, we have a strong and established student leadership program through House Captains, SHINE Captains, School Captains, Life Skill Captains and a Student Representative Council made up of students in Years 3-6. Students have increased opportunities to have voice and agency over their own learning.
The school has an extensive information and communication technology network with computers, laptops and mobile digital devices deployed across the school. We have a BYOD program from Years 3-6.
Grounds development has been a priority for the school community, and includes the addition of sensory stations, a cubby, an immersed library, and the participation in a wide range of environmental projects.
To complement the curriculum areas, many enrichment programs are provided including: Bicycle Education, Lunchtime Activities, Interschool Sport, House Sport, Camping/Excursions and Life Education.
The school actively promotes the health and well-being of the total school community, exemplified by our whole school SHINE program, Fitness program, Buddies, Healthy Relationships, Personal Development, Anti-Bullying, Sun Smart, Staff Health and Well-being, Health and Human Relations and Out of School Hours Care.
We were recently the recipient of the 2022 Victorian Education Excellence Award Outstanding Inclusive Education as we have a truly embedded inclusive framework catering for the needs of the large population of students with additional needs at the school.
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