Teacher - director of senior school - teacher range

Job Description

Location: Gippsland | Cockatoo

Job type: Full time / From 28/01/2025 - 26/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1419434

Selection Criteria

SC1 - Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities.

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. Leading teachers will actively contribute to events in the Accountability Cycle by leading discussions, recording and providing information required for the School Council Annual Report, Annual Implementation Plan, Self-Evaluation, Review and Strategic Plan.

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 learning and developing individual and team performance and 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.

Responsibilities

The Leading Teacher - Director of Senior School (10-12) is accountable to the Assistant Principal responsible for Senior School.

The Leading Teacher - Senior School is an integral component of the College Leadership team and Wellbeing Team. The Leading Teacher- Senior School will work closely with the Year Level Team Leaders at Years 10, 11 and 12, Vocational Major (VM) Leader and Careers & Pathways Leader. The Leading Teacher (Senior School) will also work closely with the Leading Teacher- Middle School, Leading Teacher - Curriculum, - Leading Teacher - Student Leadership and Engagement, Careers and Wellbeing Team.

The Leading Teacher - Senior School will have specific responsibility for:

• Leading Learning & Engagement - Senior School.
• Leading Senior School Team, VM Leader and Careers & Pathways Leader and build the capacity of leaders. Using evidence-based research to develop and lead innovative changes at a school wide level.
• Leading the pathways process in the college and oversee the development of senior curriculum handbook and materials for student subject selection.
• Leading the transition process across different Year levels within the senior sub-school and from the Middle to senior sub-schools, in collaboration with the Assistant Principals, Director of Middle School, VM Coordinator and the Careers/Pathways Coordinator to ensure that students and parents are well informed for students to engage with appropriate pathways.
• Leading the Senior School Team in caring for the overall wellbeing and engagement of students in the Senior School, including ensuring students feel supported and safe.
• Leading staff compliance with VCAA and college policies and procedures.
• Lead and publicise Senior School events and ensure the timely completion of Senior School responsibilities.
• Actively promoting and leading innovation in the areas of Teaching and Learning and Student Well-being and connectedness within the College.
• Monitor student performance and ensure there is regular, effective communication of student performance to parents.
• Co-ordinate and deliver Professional Workshops for staff on key improvement strategies for Teaching and Learning and student wellbeing and engagement.
• Ensure that College processes result in effective communication between parents, teachers and Wellbeing staff.
• Collaborating with the Leadership Team and members of the Wellbeing team.
• Establish and sustain valuable relationships with past students, local schools and community organisations to ensure Monbulk College continues to be connected and respected in the wider community.
• Identify students who require an Individual Education Plan (IEP). Ensure IEPs are completed and Student Support Groups (SSGs) are established as required and student progress actively tracked.
• Oversee the management of VASS data, course blocking and exam timetabling in collaboration with the Executive team, Curriculum Leader and Daily Organisation Team.
• Oversee administration associated with students in the Senior School including handbooks Virtual School Victoria (VSV), admissions, attendance, student engagement and well-being.
• Set expectations for students in the Senior School in relation to uniform, behaviour, and the upholding of school values and communicate these in the appropriate forums (assemblies, emails, newsfeeds).
• Other duties as directed by the Principal.

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 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).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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:

Child Safe Standards: Policy | education.vic.gov.au

DE Values

The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:

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 your interest in this position. It is expected that as an educational leader at Monbulk College the person will be committed to their own professional learning and supporting others to sustain a strong performance and development culture. The successful applicant will work closely with Principal and Leadership Teams at Monbulk College. Information about Monbulk College and the Vision, Values, Strategic Plan 2021-2024, Annual Implementation Plan 2024 and the Annual Report 2023 can be obtained at our website

LEADERSHIP TEAM AND THE STRATEGIC PLAN

In the Strategic Plan there are a series of Key Improvement Strategies (KIS) that are intended to deliver school improvement across the goal areas of Achievement, Student Engagement and Wellbeing and Connectedness. The careful management of resources to optimally serve the needs of the college is also essential across all areas.

Prospective applicants may also contact the College Principal, Mark Quinlan with enquiries, for an information package and a college tour.

Email: Mark Quinlan

Mobile:

Start date for the successful applicant is 2025 Term 1.

Applications must include:

1. A cover letter.

2. A resume with a summary of experience, qualifications and contact details. The names, email addresses and contact details for three referees who are able to support your application.

3. Specific Key Selection Criteria response. One page per criteria.

For ease of handling by the school, all documents (cover letter, cv and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment on Line. Please also ensure that your name is included in the file name and the header of each document.

All applicants should ensure that their personal profile on Recruitment Online is up to date.