Leading Teacher Range 3 - Head Of Dance

The Victorian College of the Arts Secondary School (VCASS) provides a nationally and internationally recognised specialist program for the training of talented young dancers, musicians, theatre and visual artists.
Students are encouraged to develop a passion for learning and a sense of respect for themselves and others.
The school is committed to providing a safe and nurturing learning environment that recognises and caters for the different academic, artistic, cultural, health and pastoral needs of students.
Students entering the school come to understand that a serious study of music, dance, theatre and visual arts requires a thorough technical training which begins at an early age, daily classes and many hours of practice, the nurturing of creativity, specialist teaching by highly skilled and experienced staff and high quality performance and exhibition opportunities.
VCASS is a dynamic educational and operational environment.
The primary campus is located in the Melbourne Arts Precinct at Southbank and, in addition, the school utilises facilities at the National Institute of Dramatic Art (NIDA), the Lawler Theatre at the Melbourne Theatre Company and provides academic instruction at the Australian Ballet School.
VCASS runs under a unique model and is operational over extended hours, with regular classes in some areas scheduled between 8am-5.30pm Monday-Friday and some staff have adjusted work schedules as a result.
The performance and event schedule is significant, both in number of activities and the depth of the production quality.
In working at VCASS, you will experience: Working in the Melbourne Arts Precinct in a purpose-specific and award-winning building, readily accessible by public transport.
A vibrant performance, exhibition and event environment where student work is showcased.
A committed and passionate team of professionals.
An in-house Cafe with a great vibe & the finest Barista made coffee.
A well-supported technology environment.
VCASS welcomes applications from people who are positive and enthusiastic that thrive on contributing to the education of an exceptional group of young people.
We encourage anyone interested in working with our school to spend time reading information on our website to understand our unique school environment: Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum and ability to lead and manage the implementation of department priorities and the integration of key learning areas 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.
SC6 Demonstrated ability to lead and manage a high-level dance program, with a focus on industry connections and professional development.
Proven expertise in dance, coupled with a strong network of industry professionals, to provide students with meaningful opportunities and mentorship.
Ability to recruit and collaborate with renowned dance professionals to offer exceptional learning experiences at VCASS.
SC7 - School-based selection criteria: Demonstrated commitment to ongoing professional development and an understanding of developments in the design and delivery of Dance curriculum and education.
SC8 - School-based selection criteria: Demonstrated ability to develop and implement strategic plans for a dance program that align with a vision and stated goals.
SC9 - School Based selection criteria- Specialist Arts Setting - Demonstrated experience and understanding to lead and manage complex operations within a high performing specialised arts environment.
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 Leading Teachers are expected to undertake a broad leadership role in the school and participate in the many activities that the school undertakes both externally and internally.
The person who undertakes this role in our school should be passionate about the arts and prepared to work outside of a typical school workplace ethos.
Leading Teachers at VCASS will be required to act as the senior officer when necessary and represent the school at key events or act as delegate to the Principal.
A key element of the role will be working closely with and supporting the Principal and Assistant Principals.
It is expected that Leading Teachers will attend a range of evening activities, concerts, exhibitions and performances to support staff and students, and be excited about this.
The Leading Teacher position of Head of Dance reports to the position of Assistant Principal.
They are responsible for the management, development and coordination of the dance program in conjunction with the Principal.
The Head of Dance will have a specific responsibility for the artistic direction and full implementation of the Dance Program.
They will also have a key role in facilitating the work and learning of team(s) in aligning teaching and learning initiatives as outlined in the school's Annual Implementation Plan (AIP) and School Strategic Plan (SSP).
Roles and Responsibilities Teaching Responsibility for overall guidance and vision of the Dance Program within the context of the VCASS Vision, Mission and Guiding Principles Policy.
Provide educational leadership and model best practice teaching.
Member of the School Improvement Team (SIT).
Support team members in the Performance & Development Plan (PDP) process and assist them to align PDP goals with the school AIP and SSP.
Liaise with the Heads of Senior/Junior School and the Head of Wellbeing, in matters related to student wellbeing.
Liaise with the Health & Rehabilitation coordinator.
Provide artistic and educational leadership in the development, implementation and evaluation of the dance curriculum and performance program.
Work collaboratively with the Assistant Principal overseeing timetable and daily organisation to ensure an effective dance schedule that aligns with the school's timetable system and Learning Management System (Compass).
Ensure that an effective dance program is implemented in alignment with the school's vision for its students.
Supervise the preparation and implementation of course outlines, assessment procedures and evaluation for all units of work in line with school policies.
Plan and lead all rehearsals and performances.
Oversee the audition process and Dance entry to the school as outlined in the Enrolment Policy.
Liaise with appropriate staff to prepare booklists for Years 7 - 12.
Oversee the annual Dance Awards.
Review scope and sequence of dance curriculum and ensure effective documentation.
Performances Management Serve as the Artistic Director for performance seasons, overseeing the strategic planning, resourcing, and curation of diverse and inclusive dance programs.
This includes the appointment of choreographers, ensuring effective casting, and selecting works that reflect a broad range of artistic perspectives.
Budget & Resource Management Facilitate the preparation of the dance faculty budget in accordance with instructions from the Finance Committee of the School Council and the Principal.
Ensure effective control over all faculty equipment and materials.
Be responsible for an inventory of all aids, resources and equipment.
In collaboration with the Assistant Principal, oversee rehearsal and staffing plans.
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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via 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: The department's employees commit to upholding the department's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights.
The department'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 department values is available at: 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.
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