Leading Teacher Range 3 - Headstart Learning Leader

Job DescriptionLocation: North West Region | BendigoJob type: Full time / From 28/01/2025 - 27/01/2026Organisation: Schools (Government)Salary: Salary not specifiedOccupation: Education and TrainingReference: 1442564Selection CriteriaDemonstrated knowledge of the senior secondary curriculum particularly vocational and applied learning, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth.Demonstrated experience in monitoring and assessing student learning.. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.. Committed to establishing and maintaining a safe and supportive learning environment within the education and Head Start SBATs context. 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. ResponsibilitiesIn 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 prioritiesLeading 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 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 (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 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:pal/child-safe-standards/policy DE ValuesThe 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:pal/values-department-vps-school-employees/overview Other Information etle Context Role ContextHead Start is a wraparound service provision that powers school-based apprenticeships and traineeships. Head Start aims to improve the outcomes, quality assurance and equitable distribution of opportunities for senior secondary and special education students who undertake school-based apprenticeships and traineeships (SBATs). Head Start also provides a service for career advisors to consider SBATs as pathway option when supporting middle years students.The Head Start SBAT program was piloted in over 150 schools from 2019 with strong outcomes. The expansion of the program will ensure access to all Victorian government secondary schools, including specialist schools, and Flexible Learning Options. The program will introduce more rigorous SBAT compliance and monitoring across the system supporting the state¿s response to the 2020 Review into Vocational and Applied Learning Pathways in Senior Secondary Schooling (the Firth Review) reform agenda in senior secondary and vocational education. These reforms will collectively support all Victorian secondary students to pursue high-quality and valued vocational pathways aligned to their strengths and interests and to finish schooling with the skills and capabilities they need for success in further education, training, work, and life.The expansion of SBAT will also assist in addressing prioritised skill shortages by providing employers with support and access to school-based apprentices and trainees.The Head Start SBATs program includes flexible delivery of the senior secondary certificate with a strong focus on literacy and numeracy attainment; quality training delivered concurrently with secondary school education; and time on the job to support achievement of competencies. The option to maximise time in employment has proven to support students¿ genuine progression through the apprenticeship or traineeship whilst meeting employer requirements. The program provides students with a clear pathway from school into employment with a qualification. Role purposeThe Learning Leader plays a significant role in delivering improved student performance and educational outcomes determined by the school¿s strategic plan and state-wide priorities of the Head Start program. The Learning Leader may engage with students from up to fifty government secondary and specialist schools, as well as Flexible Learning Options settings that align with one of the twelve program hubs across Victoria.Reporting directly to the Head Start Hub Director; the Head Start Learning Leader will:contribute to the development and implementation of Head Start program within department and school policies and priorities within the Head Start program context;increase the knowledge base of staff within schools about student learning and high-quality vocational instruction that supports meaningful employment pathways; as well as define quality teacher practice within the SBATS context;plan and teach programs to achieve positive student outcomes and longer-term student retention;undertake critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning;Build strong relationships with Head Start colleagues across Victoria by collaborating on program opportunities; contributing to the Head Start SBATs program through capacity building using the department and school-based policy formulation and decision making; and. Required to undertake other duties in addition to their rostered teaching duties. Key accountabilitiesHave the content knowledge and pedagogical practice to meet the diverse needs of all students engaged in the Head Start SBATs program;Model exemplary classroom practice and mentor/coach students to engage in critical reflection of their learning and to expand their capacity and opportunity to be a work-ready employee;Provide expert advice about the content, processes and strategies that will shape individual student and school staff professional learning; enabling targets related to improved student retention;Direct responsibility for teaching of groups of or individual students undertaking Head Start SBATs program across a number of schools within the school hub;Work closely with individual schools, staff and careers practitioners to monitor student pathways; maintaining detailed records for each student undertaking Head Start SBATs program;Contribute to the development, implementation and delivery of the Head Start SBATs program within the hub and across the state;Undertake other classroom teaching related and organisational duties as determined by the School Principal;Participate in activities such as parent/teacher meetings; staff meetings; workplace visits or related events; and undertaking other non-teaching supervisory duties as directed by the Hub Director/Principal. QualificationsTeaching qualification is mandatory.Additional teaching specialisation that will add value to the context of vocational education is desired. Other important requirementsAn understanding of the school setting, particularly the relationships between middle and senior secondary education with career pathways is desired.Current VIT registration is mandatory.Staff may be required to work across a number of school sites school sites and visit workplaces.A current driver¿s licence. Important informationVictorian 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 ?Redirect=1Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.Candidates are advised that the key selection criteria must be addressed. Visit vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.The Department of Education and Training (DET) is committed to diversity. The Department places considerable effort and resources into responding to the needs of employees with a disability. People from disadvantaged groups are encouraged to apply for this position.All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.Successful applicants are subject to a satisfactory criminal record check prior to employment. New DET employees are required to meet the cost of the criminal record check.If appointed from outside DET, successful applicants will be required to complete a pre-employment health declaration.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 All DET employees are required to comply with relevant legislation, including legislation regarding the management of Departmental records, the Code of Conduct for Victorian public sector employees and Departmental policies and procedures in the conduct of their employment.To support DET's commitment to its Environmental Management System, DET employees are expected to act in an environmentally responsible manner at all times The successful applicant will be based at Weeroona College Bendigo, but also work at Bendigo Senior Secondary College and support staff across the Loddon Mallee Hub. 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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person. Location Profile Weeroona College Bendigo (WCB) operates across two campuses with our main campus located on the northern side of Bendigo with a population of 780 year seven to year ten students and a small cohort of Year 11 and 12 students completing Vocational Pathways Certificate (VPC). Our second campus (BFLO- Bendigo Flexible learning Options) is an alternative setting and is a collaborative partnership between the five Bendigo Secondary Colleges and Kalianna Specialist School that aims to reengage learners from year seven through twelve. The current enrolment at BFLO is 55 students. We have very strong educational partnerships with our associate primary schools in the White Hills cluster, the other three Bendigo year seven to ten colleges and Bendigo Senior Secondary College where our students transition for years eleven and twelve. Our modern learning spaces provide for a wide range of flexible teaching and learning activities including independent study, peer tutoring, small and large group work, project-based learning, lecture-based learning, seminar style learning, research, performances, and presentations by students and learning by building, doing and creating. WCB has a firm commitment to maximising the educational opportunities for each one of our students and we place a high emphasis on all students achieving personal excellence. Each student has a Ready to Learn plan where teachers and parents can track progress with their students to ensure that individual learning needs are met. Literacy and Numeracy are a high priority at Weeroona College Bendigo where we work to ensure that our teaching supports all students across the curriculum. We are a community of readers and encourage reading opportunities at school and at home and we have a differentiated learning model for teaching Mathematics that supports individual learners. All teachers at WCB explicitly teach literacy skills in each of their classes, with a focus on vocabulary and we are supported to do this by our brilliantly resourced Global Learning Centre (library). Our college has made the development of a high-quality curriculum that caters for the needs of all students a major priority over the past few years. A balanced core curriculum is offered for year seven and eight students and year nine and ten students undertake a mixture of core and elective studies. Our year 10 students have access to VCE courses and our year 9/10¿s to VET programs. WCB has a strong culture of extracurricular programs. We have a proud tradition in the Performing and Visual Arts including a well-supported instrumental music program, bands and arts spectaculars and College productions. The College also has very high standard sporting programs, where our students compete as the Weeroona Warriors. We are proud of our students who perform exceptionally well in a broad range of interschool sports activities. Another highlight of our college program is our participation in the Energy Breakthrough competitions. The College has an outstanding record of success over many years and the students, staff and families involved have benefitted enormously from this program. We have developed a culture of high expectations for all our students and have embedded a Learning Protocol framework based on our school values: Kind, Safe, Learners. To support this, we have also developed a learning support plan that clearly articulates a consistent set of expectations by all staff using a restorative and trauma informed approach.#J-18808-Ljbffr