Tfi Leading Teacher - Science Leader (Tfi 0083)

TFI Leading Teacher - Science Leader (TFI 0083) Department of Education VIC – Warrnambool VIC
5 days ago, from Department of Education & Training Victoria
Thank you for your interest in the advertised position at Warrnambool College. At a time of exciting growth and continuous school improvement, this is an excellent opportunity for a highly motivated, dynamic professional to be part of our team.
At Warrnambool College we achieve success through persistence, resilience and mutual respect. The College values are: Resilience, strength, mutual respect, courage, trust, global learners, honesty, accountability and persistence. Our moral purpose is to improve educational outcomes and opportunities not just for our students, but for every student. Based on this ethos, we promote the ideal that every Warrnambool student should thrive.
School Profile
Warrnambool College is a Year 7-12 secondary school situated within parkland in the eastern area of the city of Warrnambool. Students from the City of Warrnambool and the surrounding rural districts attend the school, which has a stable student population of more than 1200 students with boys and girls in approximately equal numbers. Our staffing profile of approximately 150 members includes 3 Assistant Principals, 20 Leading Teachers, teaching and education support staff, wellbeing team members, and a separate reengagement staffing complement.
Warrnambool College strives to provide quality pathways for all students.
For further information about our school, please visit our website @
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
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.
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.
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.
DE Values
The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
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. This position has been advertised as part of the Targeted Financial Incentives (TFI) program and includes incentive payments. Payments are only applicable and payable if the successful candidate meets the applicable eligibility criteria.
Eligibility for Targeted Financial Incentive (TFI) program payments:
The successful candidate must be a new employee to this school. The successful candidate is committing to a minimum of 2 years of employment at this school. The successful candidate must not have previously received $50,000 (before-tax), or more, in commencement TFI payments within the last 5 years. The successful candidate meets the requirements for relocation. For more information on Australian Bureau of Statistics, ASGS Edition 3 Remoteness Areas area classifications, or to review a particular school or residential address, refer to ABS Maps, via Australian Bureau of Statistics.
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.
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