Leading Teacher - Teaching And Learning Leader

Leading Teacher - Teaching and Learning Leader Job posted: 17/06/2024
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1420190
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 high level ability to lead staff to develop and deliver a responsive, growth-orientated guaranteed and viable curriculum.
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 Purpose of Position: Strategically plan for the implementation of whole school teaching and learning initiatives Lead organisation of guaranteed and viable school curriculum, assessment and data, and pedagogical model Support development of instructional leadership Strategic: As a member of the School Improvement Team, lead and manage the implementation of whole school improvement initiatives related to the school strategic plan and school priorities;  Lead and manage the implementation of whole school improvement strategies and policies related to curriculum planning and delivery;  Work with the Professional Growth Leader to lead and manage the provision of professional learning, and to assist with the development of individual and/or team performance and development plans for teaching staff within the priorities of the school;  Lead and manage the development of the school's assessment and reporting policies and practices; oversee and coordinate assessment and reporting for Years 9 to 12;  Lead the development and delivery of a `living' and visible whole school guaranteed and viable curriculum  Lead the team of domain leaders, including mentoring and support of domain leaders to develop their instructional leadership capacity;  Work with Assistant Principal Teaching Learning and Development to lead data curation and analysis for the improvement of student outcomes;  Work with Senior Sub-School, Domain and IB Leaders to ensure consistency in curriculum planning, delivery and review across VCE and IB;  Lead a team whose purpose is to improve student engagement and outcomes, delivering high challenge and stimulating curriculum;  Liaise with parents, administration, agencies, and teachers in matters relating to learning and teaching;  Support the school's Professional Growth initiatives, including performance and development processes; and  Development of others: Teach demonstration lessons to model whole school teaching and learning initiatives  Support staff to coach and mentor others.  Develop the leadership capacity of Domain leaders Organisational: Lead the collection and distribution of practice examinations and answer resources for students in Year 11 & 12.  Lead the examination program for students in Years 9-11 and support the Senior School Leader in the efficient implementation of VCAA and IB examinations. Lead the adherence to relevant Department or VCAA policies;  Work with Careers Leader and Senior School Leader in supporting student pathways Other: Other duties requested by the Principal or their delegate.


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:
Tenure: 3 years (28/01/2025 - 26/01/2028)
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 The Mac.Robertson Girls' High School is one of four selective entry high schools for high ability learners in Victoria, catering for 1200 young people in Years 9-12. 

Situated in a central city location adjacent to the Albert Park Lake, the school offers outstanding facilities for the delivery of its programs and is attended by students from metropolitan Melbourne and beyond. 

The selective nature of entry results in a broad socio-economic and cultural mix of students with a strong commitment to academic excellence. The school provides an educational experience that equips girls and gender diverse young people for tertiary study and leadership roles in a range of fields and industries, and develops interests and skills to enhance their personal lives. 

The school changes the lives of young people by providing a learning community that fosters a strong sense of belonging, outstanding engagement and self regulation, and a love of challenge and enrichment. 

There are two senior certificates available for students to choose from - the Victorian Certificate of Education (VCE) and the International Baccalaureate (IB). Each year 100% of students head off to tertiary education in a course of choice.

Our school vision: Honouring diversity. Inspiring curiosity and creativity. Transforming lives. guides our direction and aspirations. While the strong, positive culture is underpinned by our four core values:

COMMUNITY
We are an inclusive community built on positive relationships and a strong sense of belonging. We value diversity and appreciate those around us for their similarities and differences. We are internationally-minded and value our place in our local and global context. 

GROWTH
We seek challenges in order to grow, and are resilient in the face of adversity. We are curious, collaborative, and passionate about learning. We celebrate success and aspire to be our best selves in all aspects of life. 

RESPONSIBILITY
We are agents in our own learning, and we foster leadership through action. We take responsibility for ourselves and each other, and we contribute to school life and our broader communities.

COMPASSION
We are interested in the lives and perspectives of others. We value every member of our school and wider communities. We treat people with respect and offer support to those who need it.
The school's highly successful alumnae, The Palladians, continue to be strong supporters of the school offering a range of enrichment and leadership programmes for our students.

We have an outstanding, collaborative and stable staffing profile who support a values driven culture. Staff wellbeing (alongside student wellbeing) is a priority for the school. 
1598 jobs are currently listed for Schools (Government)
Job type:Full time / From 28/01/2025 - 26/01/2028

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