Leading Teacher - Educational Leadership

Leading Teacher - Educational Leadership Job posted: 18/09/2024 Job type: Full time / From 28/01/2025 - 27/01/2028 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1437596 Location Profile Kurnai College is a multi-campus college in the Morwell and Churchill area of the Latrobe Valley, about 150 kilometres south-east of Melbourne.
The Kurnai College Statement of Purpose reads: To build a Learning Community with a global perspective which promotes respect and achievement.
We define a Learning Community as a community where: learning is our focus all members of the College Community accept the responsibility for increasing their own learning all members of the College Community accept the responsibility to assist others to increase their learning The College's Four Pillars underpin all aspects of our work.
They are Engagement, Excellence, Work Ethic, and Relationships.
The current Strategic Plan focuses on building teacher capacity through Professional Learning Teams, improved data literacy, and assessment for learning practices.
We also focus on creating positive learning environments through the Positive Behaviour Support framework incorporating a restorative approach that is informed by a knowledge of generational poverty and the Berry Street Education Model.
The College values student, family, and teacher voice.
The College has moved to a collaborative approach to drive curriculum and pedagogical development.
The college has trained a team of growth coaches to help build teacher capacity.
The College will also provide instructional leadership development opportunities for teaching staff over the period of the current plan.
The College has developed a strong ICT network and is building our E-learning capacity at every opportunity.
We welcome all students to our college, and we are particularly proud of our efforts to be a more inclusive learning community.
The College has been recognised for its work in forging links with the indigenous community and continues to welcome students from all backgrounds, working with all to achieve success.
The College looks to the future with a sense of optimism and a positive frame of mind.
With a stronger focus on our Kurnai identity and of belonging to one College with five campuses, combined with an understanding of, and commitment to, our purpose, we move confidently forward striving to provide the best possible learning opportunities for all members of our Learning Community.
*This position is tenured for three years.
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) 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.
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: 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.
#J-18808-Ljbffr