Leading Teacher - Senior Secondary Strategy And Reform

Leading Teacher - Senior Secondary Strategy and Reform Job posted: 12/09/2024 Job type: Full time / From 28/01/2025 - 27/01/2028 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1436027 Closes: 06/10/2024 Classification: Leading Teacher Range 3 Job duration: From 28/01/2025 - 27/01/2028 Location Profile We believe that our students flourish when we create an environment of high support and high expectations.
We focus on learning, wellbeing, and their interconnectedness above all else.
Our staff are united by moral purpose.
We come to work each day in service of our community.
We are deeply connected to our work because of, not in spite of, the challenges that young people face.
Our school serves 1400 students with a team of more than 170 staff.
Each one of them is known and noticed.
We see partnership with families as critical to our students' success.
We believe that together, our community has everything that our young people need to thrive in life.
We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours, and genuine conversations about what matters most.
Our trademark is not just a statement; it is enacted.
We model and reward trademark behaviours in each other and we challenge when we let them slip.
Melton Secondary College is a place of growth for our staff in both teaching and leadership.
At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders.
We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners.
We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out what to teach and more time focusing on how to teach the content in a way that is highly effective for their specific students.
We believe that if we invest in every staff member to support them to be their best, our students will be best-placed to thrive.
In 2024 we are introducing a 9-day face-to-face fortnight option for our staff.
This will allow them to benefit from a non-student contact day in their fortnight, creating opportunities for flexible work and regular opportunities for recharging and for deep thinking and reflection.
We use best-practice models to ensure deep learning.
Our instructional model LEARN is based on the Marzano/Pollock GANAG model and is used with fidelity in our classrooms.
Our resource management systems are supported by partnerships with Office365, Compass, and Apple through our Year 7-9 i Pad program.
A BYOD program is offered to our Year 10-12 students.
Students begin the day connecting with themselves and each other in a 6-minute morning circle as part of our Social Emotional Learning program.
We have opportunities for staff who are passionate about being highly impactful teachers who lead learning.
Currently, we are deepening our work with a focus on writing and social emotional learning assessment.
We are also actively supporting opportunities for new and existing staff to promote extracurricular programs in the Performing Arts, Sport and Rugby Academy, the VCE Vocational Major, and Student Leadership.
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 Whole School Leadership Successfully lead and manage the implementation of whole school improvement strategies.
Lead change using the Framework for Improving Student Outcomes 2.0 (FISO 2.0) Improvement Cycle to implement the Melton Secondary College vision, School Strategic Plan and Annual Implementation Plan.
Contribute to the delivery and success of the School Strategic Plan and Annual Implementation Plan goals and priorities by ensuring a data-informed approach to implementation and evaluation.
Lead a Professional Learning Team (PLT).
Implement instructional coaching via the MSC coaching model to support the development of high-quality pedagogical practice focused on positive behaviours in every classroom.
Oversee the Performance and Development Plan for a group of staff.
Participate as an active member of the Melton Secondary College Leadership Team (CLT).
Provide educational and strategic leadership in the development, coordination, implementation and evaluation of the Senior Secondary program at the college.
Provide strategic leadership in aligning the VCE Vocational Major and ATAR programs to ensure a coherent and complementary senior secondary curriculum.
Lead the development, coordination, and evaluation of the Vocational Major, VPC and ATAR programs, focusing on structural integration and student pathways.
Lead and develop teachers of the Vocational Major & Victorian Pathway Certificate Program as a learning community consistent with the pillars of applied learning and the College Vision, Mission and Values.
Collaborate with the Senior School Principal to ensure that the VCE Vocational Major and ATAR program is compliant with VCAA policies and processes.
Program Selection Work closely with Head of Year 10 to transition students to appropriate programs.
Work with Careers & Pathways Leader and Heads of Years to align external curriculum offerings within each program, including VET, SBAT etc.
Promote the Vocational Major program to students and families, ensuring that it is a valued and viable pathway within the broader senior secondary offering.
Teaching and Learning Oversee the documentation and publication of curriculum materials for both the Vocational Major and ATAR programs, including scope and sequences, lesson plans, and assessments.
Monitor and evaluate the effectiveness of both VM and ATAR programs, using data to drive continuous improvement and ensure high-quality educational outcomes.
Work closely with the Heads of Year 11 & 12 to monitor student academic performance, providing targeted support and interventions as needed.
Foster a positive and inclusive learning environment for Vocational Major students, implementing strategies to improve their overall experience and engagement.
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.
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.
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.
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.
Full time / From 28/01/2025 - 27/01/2028 Job classification: Leading Teacher Range 3 Contact: To apply for this role, you will be redirected to the Schools (Government) job application system.
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