Leading Teacher - Student Wellbeing

Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne.
The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students.
Cranbourne West Secondary College is a new secondary school in the rapidly growing suburb of Cranbourne opening in January 2021 with 198 Year 7 enrolments.
Currently, the College has 1150 students across Year 7 to Year 10 and is anticipated to grow beyond 1450 students in 2025 as we commence our first year of Senior School, Year 11.
Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents' demand for excellence in education, consistent with the vision for the Education State.
Cranbourne West Secondary College will provide students with state-of-the-art facilities in STEM, Visual Arts, Physical Education, and Performing Arts spaces to cater for the learning needs of all students.
Commitment to Excellence and Inclusion Cranbourne West Secondary College delivers the highest quality of education for all learners.
As a Supported Inclusion School, Cranbourne West Secondary College sets a strong culture of inclusion at a whole-of-school level.
The innovative and evidence-based school design is flexible and allows schools to have students with special needs in the classroom with their peers, utilize smaller spaces and/or run stand-alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students.
We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice.
Our College will demonstrate a strong commitment to outstanding post-school outcomes for all students, be that University or other further study, apprenticeships, traineeships, or full-time work.
School Vision and Values Cranbourne West Secondary College fosters a love of learning.
We respect inclusion, diversity, and indigenous heritage.
We aspire for continuous improvement in all our students as they grow into adulthood.
We live by our motto, diversis viribus - 'strength through diversity', and look forward to our students emerging as resilient, productive, and cooperative members of the community.
Cranbourne West Secondary College's motto is Diversis Viribus - 'Strength through Diversity'; our values are intrinsically linked to this motto as we ASPIRE every day: Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay.
Acceptance is good! Sincerity - the quality of being open and truthful Perseverance - is not giving up.
It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard.
Inclusion - a group that's particularly welcoming to all kinds of people.
To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued.
Respect - respecting myself, others, and the school environment.
Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve.
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.
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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