Leading Teacher

Location Profile Maribyrnong College provides a broad education for students in Years 7-12.
It is also home to Victoria's only state-funded Sports Specialism with a sports enrolment comprising nearly 40% of the school population.
The College provides a broad VCE and the majority of students undertake further study after Year 12.
The school's International Student Program supports 25 international students, predominantly in Years 10 to 12.
Additionally, the College provides an EAL program to support students of non-English speaking backgrounds.
Maribyrnong College delivers programs that produce excellent outcomes for students in both academic and sporting endeavours and this is aptly described by the school's motto: "Pride in Performance".
A High Achiever Program is offered and Year 10 accelerated students access VCE subjects.
A rich extra-curricular program includes instrumental music and drama, a school production and a strong inter-school sport program.
College facilities include a 230-seat theatre, a 7000 square metre Sport Stadium with indoor running track and elite training centre, and synthetic hockey, soccer and tennis facilities.
The sport complex forms the base for the Maribyrnong Sports Academy program and all students at the College use this facility for Health and PE classes.
The College has grown significantly in recent years with close to 1300 students enrolled and with strong enrolment demand at all year levels, the College is subject to an enrolment zone.
Leading Teachers and Specialist teachers have responsibility for various curriculum and student management folios.
The College has four principal class officers as well as a Sports Director responsible for the Maribyrnong Sports Academy.
All students at Maribyrnong College undertake the VCE or the VCE Vocational Major, and the College consistently places in the top 20% of state schools for VCE performance.

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 Vocational Major Program Manager - Position Description
The Leading Teaching - Vocational Major Program Manager is responsible for coordinating the activities, programs and students within the VCE Vocational Major.
This role sits within the Senior School leadership team comprising the Head of Senior School, Year Level Coordinators and the Senior School Assistant Principal.

Key Responsibilities
Curriculum and Program Development Lead the development and refinement of VM programs in collaboration with teachers of Literacy, Numeracy, Personal Development Skills (PDS), and Work-Related Skills (WRS).
Work with subject teachers to incorporate applied learning principles into their teaching practice.
Ensure alignment with VCAA guidelines and Senior Secondary Pathway reforms.
Work with the VASS Coordinator to ensure compliance on all data requirements of the VCE-VM.
Teach in the VCE-VM program.
Liaise with the Teaching and Learning team to ensure a coherent overall College strategy to student learning.
Monitor and evaluate the impact of applied learning programs, making necessary adjustments to enhance student engagement and learning outcomes.
Work with other College leaders to develop course advice handbooks for students and to be involved in the course counselling process.
Professional Learning (PL) Facilitate PL activities focusing on applied learning practices and VCE Vocational Major delivery.
Provide teachers with ongoing support and resources to strengthen their applied learning pedagogy.
Work with external providers and industry partners to offer staff development in key areas of vocational education and applied learning.
Coordination of Programs and Events Manage internal and external programs and events related to VM, such as work placements, industry partnerships, excursions, and guest speakers.
Work closely with the Careers team to facilitate enrolment of VCE-VM students in relevant vocational study pathways, including VET, Structured Workplace Learning and School-Based Apprenticeships and Traineeships (SBATs).
Monitor student participation and successful completion of VET courses and Structured Workplace Learning placements.
Work with the sub-school to ensure successful delivery of major events, such as Valedictory and Principal Award ceremonies.
Ensure all events align with the goals and learning outcomes of VM subjects and enhance student learning.
Scheduling and Planning Support Collaborate with the Admin Committee to ensure effective scheduling of VM activities, assessments, and external engagements.
Assist with the timetabling of applied learning programs across different year levels to meet staff and student needs.
Student Management Work with the sub-school to coordinate procedures for attendance, lateness, uniform, lockers and end of year programs.
Ensure sub-school representation at Student Support Group meetings for relevant students.
Work closely with Year Level Coordinators in the tracking of students and to facilitate parent meetings as required.
Communicate regularly with parents about student learning and behaviour.
Work closely with other sub-schools to ensure the smooth transition of students.
Any other duties as requested by the Principal Team.

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: Child Safe Standards Policy .

DE Values 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: Department Values Overview .

Other Information Please provide 3 references with valid mobile phone numbers.
Please limit each KSC response to no more than one page.
Please attach your introduction letter, resume and KSC responses as 1 pdf file only.
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 HR Website .
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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