Leading Teacher - Inclusive and Holistic Improved Practice Leader (Climate)(Leading Teacher Ra[...]

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Leading Teacher - Inclusive and Holistic Improved Practice Leader (Climate) (Leading Teacher Range 3) Job posted: 03/05/2024 Location: Melbourne | Northern Metropolitan Job type: Full time / From 15/07/2024 - 15/07/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1413712 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 English and Mathematics 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 Responsibilities include: Lead inclusive and holistic improved practice across the school Lead, plan, implement and evaluate a positive culture of teaching and learning, wellbeing, engagement and connectedness across the school Mentor teaching staff Assist staff with data analysis and curriculum design Attend Learning Community meetings Improve teacher effectiveness by modelling, observation and feedback Provide leadership to staff and students by coaching, mentoring and supporting staff and students to achieve personalised learning Develop a collective responsibility and a culture of professional learning through peer support Work with staff to develop their capacity Contribute to the overall leadership and management of the school as a member of the Education Executive Work as a key member of the School Improvement Group Oversee a Learning Community Other duties as directed by the Principal Role specific responsibilities: Lead the continued implementation of the School Wide Positive Behaviour framework Lead the continued implementation and understanding of Calmer Classrooms Lead learning and wellbeing programs, such as Respectful Relationships, Trauma Informed Practice, School Wide Positive Behaviour Supports, to develop staff capacity to respond to student needs Develop and oversee the use of Social Stories across the school Use a range of evidence to lead the development of targeted learning and/or engagement programs, such as Community Clubs and Play Support activities Further scope within the role will to be discussed with the successful candidate. If you require further information, please contact the Principal Michelle Nunn on 8691 6900. 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 The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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 available at DE Values The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at Other Information We are seeking an energetic, dynamic and innovative Leading Teacher who will lead inclusive and holistic improved practice while embracing and promoting the school¿s values, mission and vision. The successful applicant will be committed to ensuring student needs are prioritised socially, emotionally and academically through personalised learning and possess a strong understanding of effective strategies that lead to improved teacher practice. The Inclusive and Holistic Improved Practice Leader develops teacher practice in order to improve student learning through critical data analysis and personalised learning. They will support staff to engage in regular reflection of their own and other¿s practice. The Leading Teacher role will enable the successful applicant to work alongside Principal Class to further develop teacher practice and refine targeting the needs of our students. The Inclusive and Holistic Improved Practice Leader will be a member of the Education Executive. 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 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 Thank you for showing an interest in the advertised position at our school. Joining our school provides an excellent opportunity to join a dynamic, committed and motivated professional learning community. We are extremely proud of the culture and community that we have established. Newbury Primary School is a government school located in the rapidly growing residential area of Craigieburn. The school opened in 2017 with 279 students and now has a student population of over 1200 students. The school is located at the intersection of Newbury and Grand Boulevard and caters for students in Years Prep to 6. Over 80% of students identify as learners where English is an Additional Language and we provide a range of supports across the school to support them and their families including environmental print, a response to intervention approach to EAL tuition, an Arabic Multicultural Education Aide and connections with external support services. We are committed to promoting an inclusive culture that encourages and promotes an understanding of race, religion, ethnicity, sexual orientation, gender and identity within our school community. Newbury Primary School is a holistic learning community that provides exceptional teaching and learning experiences. We are guided in our work by the Framework for Improving Student Outcomes 2.0 and the Timperley Inquiry and Knowledge Building Cycle. Teaching staff work in Professional Learning Communities where they undertake guided inquiries to determine the focus of their work and achieve optimal student learning outcomes. The teaching areas in the main building are divided with quieter small group spaces that complement the connectedness of the classrooms. Flexibility is offered through a variety of diverse spaces, including break out spaces, reading nooks and areas for small group, whole group and individual instruction to better cater to the individual needs of students. The teaching and learning programs are intellectually challenging, engaging, foster creativity, reflect 21st century approaches and have a strong focus on English and Mathematics. Teachers use a range of student data to complete live planning and curriculum design to ensure the needs of students are met through a personalised approach. The school values academic rigour and has high expectations of all members of the school community, both in academic pursuits and social behaviour. Learning is supported through targeted intervention and development programs. Student wellbeing and engagement is at the centre of all that we do. Calmer Classrooms provides the foundation to a safe, secure, educationally stimulating, calm and nurturing environment where effort is recognised and intrinsic motivation encouraged. A range of supports including social skill development, School Wide Positive Behaviours and Respectful Relationships are incorporated into everyday practice to reflect the school’s holistic approach to learning. We pride ourselves on being a Respectful Relationships Lead School. All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Being able to quickly build quality, positive relationships with staff, students and families, is reflected in our values of community and respect. Our Vision To provide a dynamic learning community where all students are empowered to learn and achieve personal success. Our Mission At Newbury Primary School we are committed to creating a safe, secure, educationally stimulating, calm and nurturing learning environment underpinned by high expectations and the recognition of effort. We focus on the emotional, social and academic development of every student as an avenue of developing confident, creative, compassionate and informed citizens who are actively engaged in their community. The strong sense of community is evident in the continuous, honest and open dialogue between all stakeholders. Newbury Primary School has a commitment to zero tolerance of child abuse. The core beliefs we advocate are: •Student wellbeing and engagement is at the centre of all that we do •A positive attitude to academic and social learning is essential •Personal effort is to be recognised and valued Our Values The values that define our school community are: Respect: Demonstrating care and consideration for ourselves and the feelings, opinions, belongings and expectations of others. Integrity: Demonstrating honesty and trust through personal accountability and responsibility for our actions. Effort: Demonstrating a positive attitude and the desire and determination to learn new skills, strive for improvement and be persistent. Community: Demonstrating and promoting a sense of belonging, unity and connection that is strengthened by a clear understanding of the expectations of all members. Joining Newbury Primary School Joining our school provides an exciting opportunity for prospective employees with exemplary interpersonal skills and a strong commitment to working as part of our learning community to establish and embed the school’s values, culture and philosophy. We welcome dedicated educators who are open to learning and to being challenged to accelerate their professional growth. As a new member of our community, you will be supported through a structured induction program, with a wide range of supports available to assist you in assimilating into our community. Our school community is fantastically diverse with over 40 different language backgrounds being represented through our families and staff. We have a dynamic allied health community which includes a Student Wellbeing Social Worker, Student Wellbeing Counsellor and Mental Health Coordinator. It will be an expectation that the successful candidate possess a strong work ethic and support the work of Principal Class in continuing to provide a positive, nurturing, inclusive and stimulating learning environment in our school. If further information is required, prospective applicants can contact our school's office on 8691 6900 to speak with the Principal, Michelle Nunn. Please ensure you read the key selection criteria carefully so as to address the correct requirements. Applications should include a curriculum vitae detailing relevant qualifications and experience, responses to the key selection criteria, and the names and contact details of three professional referees Full time / From 15/07/2024 - 15/07/2027 #J-18808-Ljbffr

Benefits of working as a Leading Teacher - Inclusive and Holistic Improved Practice Leader (Climate)(Leading Teacher Ra[...] in Melbourne Victoria:

● Learning opportunities
● Company offers career progression opportunities
● Competitive salary