State Government Of Victoria, Australia | Leading Teacher

Job type: Full time / From 27/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1460666
Job posted: 23/12/2024
Closes: 05/01/2025
Classification: Leading Teacher Range 3
Job duration: From 27/01/2025 - 26/01/2028
Location Profile Swan Hill College is located 350 kilometres north west of Melbourne on the Murray River and is situated within the CBD of the rural city of Swan Hill.
In 2024, 750 students are enrolled at the College supported by in excess of 100 teaching and non-teaching staff.
There is an equal gender balance and the catchment area includes township primary schools, local private schools and outlying primary schools some of which are 60 kilometres or further from the College.
A comprehensive bus system services the College and other schools in the township.
Some of our students travel for over 2 hours every day to gain access to the College.

The College has continued to work on facilities development to a point where it now boasts some of the best facilities in the State.
A 250 seat theatre, modern technology facilities, outstanding library and extensive sporting arenas including stadium are but a few examples.
Swan Hill College continues its focus on information technology with the recent addition of the technology hub which includes VR, 3D printers, laser cutters/engravers and green screen.

The College Leadership Team currently comprises of the Principal, two Assistant Principals, the Business Manager and seven Leading Teachers with specific portfolios.

Positive Behaviour Support (PBS) is well embedded across the college.
At Swan Hill College we work together to achieve excellence and have high expectations of behaviour to create an environment which promotes individual academic and social growth.
A clear set of behavioural expectations are developed around the school values of Respect, Responsibility, High Expectations and Belonging.

The College has a Flexible Learning Options (FLO) campus for which this new position is targeted.
This program offers flexible learning opportunities for students who are disengaged or challenged by structured learning in Years 9 to 12.
The program is very successful and has given many students the chance to continue their education through various VET subjects, SBATs and VPC.
At our FLO campus, we have also continued to work on improving our facilities, which include outdoor learning and sustainability areas.
The FLO campus also boasts its own gymnasium, indoor pool and commercial size kitchen.
The students operate the "FLO Campus Coffee Shop" each week and as part of their barista studies, sell to the college community and public.

At Swan Hill College, we have a focus on the continued development of our teaching through the implementation of our Professional Learning Community.
Our work is guided by the high impact teaching strategies and the inquiry cycle with a current focus on questioning and the high reliability literacy teaching procedures.

Our College enjoys considerable parent and community support in our vibrant rural setting.
Student engagement, aspirations and welfare are the key focus for the College and wider community.
The College is an accredited performance and development culture school and professional development will be targeted to address these priorities.

The College's Annual Implementation and Strategic Plans are available on our website
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.

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.

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.
This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.

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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