Organisational Leader

Job Description
Location: Melbourne | Northern Metropolitan

Job type: Full time / From 28/01/2025 - 28/01/2029

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1428743

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

Demonstrate a commitment to continuous improvement in one's own practice as both a teacher and an educational leader and assist others in their professional growth.

Initiate and finalise staff allotments following the process as determined by the College as outlined in identified school priorities.

Consult with Curriculum Team leaders regarding special learning area timetable requests such as specialist rooms, distribution of periods, etc.

Construct a College timetable reporting to the College Principal Team in accordance with relevant College procedures and policies.

Amend the timetable as required throughout the year.

Work in conjunction with the Teaching and Learning Leader (Assistant Principal) to oversee the Individual Program Units (IPU) structure and subject selection with a transparent system considering equality in student choice, gender balance and class make up.

Coordinate with the office of the Daily Organiser, develop and implement timetables for a variety of school programs, such as examinations, transition, careers and orientation.

Organise Form Teachers, Form Group rooms and classes from Year 7-12 in consultation with Team Leaders and Curriculum Leaders.

Liaise with Student Wellbeing and Student Support Coordinators with reference to infrastructure, rooming requirements, EAL, disability and impairment and Learning Support staff.

Liaise closely with the Principal Team in the preparation of staffing requirements.

Generate and distribute accurate staff timetables.

Assist staff to complete a Professional Development Plan (PDP) based on individual development needs, student learning and school priorities.

Model exemplary use of student data to inform teaching approaches.

Assist VASS coordinator in data imports and updates as needed.

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 Commitment
Applicants 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).

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.

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.

Location Profile
Strathmore Secondary College is situated between Pascoe Vale Road and the Moonee Ponds Creek in the northern suburb of Strathmore. The school was founded in 1957 with 186 students. The population has grown considerably and now the school draws the majority of its population of over 1900 students from within the designated neighbourhood area bounded by Strathmore Heights, Pascoe Vale and Essendon.

Strathmore Secondary College employs a total of 203 teaching and non-teaching staff. In such a large school facilities and space are at a premium. The students are placed within one of five school teams vertically structured across Year 7 - 12 and are supported by core teachers in Faculty Areas. Junior school team leaders and coordinators work closely with Year 7 / 10 students, teachers and parents to develop positive relationships to support student learning. VCE leaders and team coordinators, supported by a VCE Administration officer and Careers Coordinators, work with Year 11 and 12 students to achieve outstanding results so students reach their desired pathways. Outcomes for Strathmore Secondary Students are positive with VCE results well above the state average in study scores and real retention rates at 75% compared to a state average of 50%.

Strathmore Secondary College provides a learning environment that is both inspiring and nurturing. While restricted in its long-term planning for school facilities, the physical structure of the school welcomes young people and provides a stimulating, respectful and innovative environment in which learning is valued. It also offers a very strong welfare and pastoral care environment lead by a number of specialist and welfare staff.

The strengths of the college are in its commitment to academic excellence, music, the visual and performing arts and sport. These programs provide diverse opportunities for students including school productions, music concerts, art and technology exhibitions, and sporting carnivals allowing students to develop leadership and collaborative skills in a range of non-classroom settings. They are also important opportunities for the broader school community to gather and celebrate. In addition the school has a well-developed international student program.

The College has become a high performing school by implementing an instructional model based on research from McREL, Marzano Institute and Learning Horizons. This has led to improvements in student outcomes and enabled teachers to develop as classroom practitioners with clear expectations around pedagogy. This instructional model is supported by the work of instructional coaches and weekly professional learning community teams. The College has a long history of using technology and has recently moved to a 1:1 Bring Your Own iPad program. This provides students with access to digital technology in every class to engage students and develop them as global citizens.

The school provides leadership in the teaching of science, technology and mathematics in Victoria in conjunction with the Victorian Space Science Education Centre (VSSEC), which was established on the school site in 2006. VSSEC is a unique resource that is one of six specialist Science centres in the state. VSSEC is integrated with College programs and provides quality teacher professional development to ensure that teachers are exposed to the latest developments and innovations in science and technology.

At a wider community level, Strathmore Secondary College works cooperatively with other schools and educational providers within the Moonee Valley district to ensure that the educational needs of all students are met by the provision of a range of educational pathways.

OTHER INFORMATION

Please ensure 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 Who May Apply section.

Names and contact numbers (telephone and email) of two referees.

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.

Role
Vision Statement: To inspire within all students a commitment to personal, social and academic growth as individuals and members of an inclusive learning community. The College aims to develop students' responsibility as global citizens and celebrate initiative, effort and success.

General Description: The Organisational Leader is responsible and accountable to the College Principal Team. The Organisational Leader requires high level interpersonal, consultative and collaborative skills as this position is pivotal in ensuring that College curriculum decisions and policies are efficiently and effectively implemented to support teaching and learning programs. The Organisational Leader will also require in depth knowledge and understanding of the current Workplace Agreement.

The primary responsibility of the Organisational Leader is to provide leadership and direction in ensuring staffing is able to meet the administrative and curriculum needs of the college. In carrying out this responsibility the Organisational Leader will be required to liaise closely with the Principal Team, Business Manager, Curriculum and Team Leaders.

It is expected that the person appointed as Organisational Leader will negotiate with the Principal Team the particular emphasis required within the role.

Communication and Collaboration

The Organisational Leader will provide advice and consult widely with school-based teams including the Curriculum Management Group, Student Teams and College Management and the Local Administrative Committee (LAC), as required. The Organisational Leader will collaborate with the Daily Organiser to ensure the smooth running of the College's day-to-day operations.

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