Leading Teacher - Year 11 Team Leader

Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1458185
Job posted: 10/12/2024
Closes: 23/12/2024
Classification: Leading Teacher Range 3
Job duration: From 28/01/2025 - 26/01/2028
Location ProfileCollege Profile Hume Central Secondary College, located in the City of Hume, serves the Broadmeadows area with a total student enrolment of approximately 1200 students and growing. Our vision to develop and nurture the social, emotional and academic growth of all students in order that they become resilient, life-long learners equipped with the skills, qualifications and personal attributes for success in and beyond school. The College has three state-of-the- art campuses: two Year 7-9 Campuses located at Blair Street and Dimboola Road and a Year 10-12 Campus on the south west corner of Broadmeadows Town Park. The Blair Street Campus also includes the Hume Central English Language Centre, a Year 7-10 facility providing for the language learning needs of newly arrived students to Australia. The academic success of our students is ensured through a guaranteed and viable Year 7-12 curriculum combined with dedicated teachers and support staff who are committed to provide for the learning needs of all of our students.
Hume Central Secondary College is a vibrant school community with an outstanding school climate and a positive culture where staff are valued and numerous structures support strong collaboration. School climate data from the annual staff opinion survey shows that positive endorsement is consistently above similar schools, network and state, with significant strengths in the areas of:
· Staff trust in colleagues
· Collective focus on student learning.
Our strategic intent incorporates a focus on maintaining student engagement in learning so that students are able to complete their secondary education and make the transition to a meaningful and sustainable post school destination. Excellent results in VCE ensure that over 97% of our students secure a tertiary placement in either University or TAFE. Our VCE – Vocational Major and Victorian Pathway Certificate programs provides students with the opportunity to engage in applied learning whilst completing vocational qualifications and gaining vital industry experience. Students in Years 10-12 are able to incorporate a range of VET programs into their senior secondary learning program.
An important focus of our College is to support our students to learn effectively and to develop positive attitudes and behaviours. This can only be achieved when our students, parents and teachers work together in partnership. We endeavour to provide a learning environment that will nurture personal development and establish a strong connectedness to school. All staff and College Council members share a high regard for the trust which parents/guardians place in us and the College is conscious of the need for regular and accurate communication with parents. Student data is regularly updated and shared with families via the Compass Portal. Working together as a learning community is essential to maximise student outcomes and prepare students for successful pathways and lives in the future. The Careers and Pathways team is a central component of supporting our students to achieve success at school and beyond. Our curriculum and wellbeing programs promote academic rigor and achievement whilst providing structure and care to support our students and their families to achieve rewarding personal and academic outcomes.
Hume Central Secondary College is a vibrant learning Community. We invite you to visit our website for more information and/or our learning communities during or after school hours.
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.
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.
Position OverviewThe Team Leader will lead key initiatives in the College and within the Student Engagement and Wellbeing (SEW) Team to establish and implement targets and meet the School Strategic Plan and Annual Improvement Plan goals related to creating a positive school climate for learning. The Team Leader will lead the implementation of structures and initiatives that are designed to promote student engagement in learning and support student wellbeing at the designated year level.
It is expected that the Leading Teacher performing this role will:
work collaboratively with the Director of Student Engagement and Wellbeing to closely monitor the assessment, reporting and engagement data of students in the year level and contribute to the development of appropriate strategies to encourage student improvement in engagement and learninglead the development, documentation and delivery of the Mentoring program including the incorporation of SWPBS, Respectful Relationships and Berry Street Educational Model, attendance and DET guidelineslead staff, through Campus Learning Teams (CLT), to analyse and use data in line with AIP goals and targets to create and maintain a safe, positive and orderly learning environment for all students to improve student learning outcomesliaise with the campus Assistant Principal, SEW Director, Student Wellbeing Leader and Inclusive Education leader to refer students for assessment and the development of individual plans when requiredrefer students to the Careers and Pathways team for individual career counselling sessions and work in partnership to provide supportrefer students to the Wellbeing Team for individual counselling and work in partnership to provide supportwork with other College leaders to implement the Satisfactory Completion Policy and the Assessment and Reporting Policy.lead Team Coordinators, Mentors and staff to ensure Student Support Groups (SSGs) are facilitated and documented strategies are implemented, including DET guidelinesdevelop and implement extracurricular activities that meet the engagement and learning needs of the year level, i.e. excursions, camps and lunchtime activitieswork with other leaders and staff to ensure successful transition for all students at all year levels, including the class grouping of students and applying for exemptions for students under 17 that have secured alternative education/trainingorganise and conduct year level assemblies for students on a regular basis and support whole school and campus assembliesmanage the assigned budgetperform other duties as negotiated with the 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.
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:
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.
This position is a 3 year tenured position Applications should include: A specific response to all of the key selection criteria and position details.
a. The pro forma is a cover sheet providing the name of the applicant and record number (where appropriate), home address and telephone number, telephone number of the school(s) or location where the applicant can be contacted, the position you are applying for and the vacancy number of the position.
b. A CV with a summary of experience and qualifications.
c. The names, contact and email details of up to three referees who can provide information regarding the applicant in relation to the key selection criteria.

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