Head Of Teaching And Learning

Role: Head of Teaching and Learning
Status: Permanent, Full time
Location: The Sycamore School, Alexandra Hills Queensland
Role Commencing: January 2025
At The Sycamore School, we believe in the promise and potential of each student, respecting their individualism as well as their unique and creative perspectives on our world.
The Sycamore School provides a positive learning environment which is enhanced by quality teaching to assist each young person on their educational journey.

As the Head of Teaching and Learning at The Sycamore School, you will report to and work collaboratively with the Deputy Principal in taking responsibility for:
The overall planning, creation, implementation, and evaluation of an evidence-based, relevant and effective curriculum program for Prep – Year 10, taking into account the needs of young autistic people.
Using knowledge of current curriculum development and contemporary pedagogy practices to lead the continuous improvement of quality teaching and learning programs and staff development to provide educational opportunities that lead to positive outcomes for all young people.
The Head of Teaching and Learning will embody the following:
Breadth and depth of understanding in curriculum design and teaching and learning practices.
Commitment to professional learning and continuous improvement through collaborative work practices.
Ability to motivate staff and influence the development of teaching and learning practices and positive outcomes for young people.
Outstanding professional practice, communication, and interpersonal skills.
Outstanding organisational skills, planning, analytical and strategic thinking capabilities.
Ability to sustain productive working relationships and partnerships.
Evidence of personal drive, resilience and integrity.
Ability to maintain confidentiality and deal with staff empathetically to build trust and a positive learning culture.
Based on the Professional Standards for Middle Leaders, you will have responsibility for the following, including but not limited to:
Lead teachers to develop the required depth of understanding of evidence-based teaching strategies and educational insights from cognitive science and other research on how students learn.
Lead a team culture with high expectations for all students' progress and achievement and in which all students are provided with learning opportunities which are intellectually challenging, irrespective of students' learning starting points.
Lead teachers to establish processes that ensure alignment between prescribed curriculum for a year or band level, curriculum in teaching learning programs, level of curriculum taught to students and the curriculum assessed.
Support teachers to develop programs/unit plans that reflect a knowledge-rich, high expectation curriculum, enabling deep learning inclusive of all learners.
Initiate the collaborative development of a range of assessment strategies that enable teachers to determine students' learning progress, identify learning needs and enable the provision of effective feedback for teaching and learning.
Provide opportunities for teachers to engage in regular collaboration including through joint planning, development of assessment tools and moderation of assessment tasks.
Lead initiatives, such as moderation of student work, that evaluate and improve teachers' knowledge of content and its appropriate sequencing.
Support staff to access, collect and interpret a range of student data and research evidence to inform teaching decisions and evaluate learning progress and achievement.
Interpret and use evidence to monitor students' needs and target resources towards evidence-based strategies to improve student progress and achievement.
Support teachers to refine their pedagogical practice through processes such as expert modelling, observation, and feedback, drawing on the use of evidence of student learning.
Develop teacher understanding and use of evidence-based behaviour management strategies and model their use.
Embed a culture of continuous professional learning where teachers collaborate to apply evidence-based teaching strategies, and new professional knowledge and skills to their teaching practice.
Set and maintain high expectations for staff interactions with students, parents/carers and the community to promote student learning and wellbeing.
Challenge staff practices, beliefs or behaviours which do not align with policy-based expectations, while maintaining a relationship of trust.
Demonstrate organisational agility in planning by responding quickly to changes in context and need.
In addition, you will have responsibility for undertaking the following key tasks, including but not limited to:
Lead the design of an innovative and flexible curriculum, which aims to improve young people's access to the Australian Curriculum through establishment of autism-friendly classroom learning environments and autism-informed planning of teaching, learning, and assessment practices.
Develop, implement, evaluate, and revise the curriculum program for the School, ensuring that all planning documentation meets the accreditation requirements of the Non-State Schools Accreditation Board (NSSAB) and relevant state and national policies and compliance requirements.
Promote understanding and the use of the Australian Institute for Teaching and School Leadership (AITSL) Professional Standards for Teachers to ensure teaching standards are reflective of the AITSL standards.
Maintain a collaborative working relationship with the Research Manager to support current research initiatives.
Support the Leadership Team with respect to staff recruitment, induction, appraisal, performance, and additional staffing decisions.
Support the enrolment process as a member of the Enrolment Review Committee and participant in Suitability and Support interviews.
Undertake additional teaching duties such as providing class cover for absences and non-contact time allocations, as required.
Establish positive relationships with parents/carers and the wider community by providing curriculum-related advice through parent/carer meetings, information sessions, newsletter articles and other avenues of support.
Be part of a team that is providing a positive learning environment for young people from the autistic community.
Be supported by a specialist team including a social worker, allied health assistant, behaviour specialist and behaviour support assistants.
To be considered for the role you should have:
A bachelor's degree in education or equivalent qualifications.
Queensland College of Teachers registration.
Demonstrated teaching competence and capacity to provide teaching and learning leadership.
Demonstrated strong interpersonal skills and the capacity to build and sustain relationships with young people, parents, staff and the School community.
Capacity for leading and managing change within the School environment.
The right to live and work in Australia.
Experience working with autistic young people, highly desirable.
Applications should include:
A cover letter including a description of: Your motivation and passion for teaching and improving the outcomes for all students.
Your experience supporting autistic young people in education settings.
The strengths you would bring to The Sycamore School team.
A resume (no more than 2 pages in length) including the details of at least 2 referees, one from your current place of employment and one from a previous place of employment.
If you are a dedicated educator with a passion for supporting autistic young people, we invite you to join our team at The Sycamore School.

Applications close 2pm on Friday 15 November 2024.
Suitable candidates may be progressed to interview and appointed prior to the closure date.

The Sycamore School is committed to:
Ensuring the safety and wellbeing of all students and will provide a safe and supportive environment for students by taking all reasonable steps to promote the safety, welfare and wellbeing of students enrolled at our School and their protection from foreseeable harm.
Providing and maintaining a safe and healthy workplace for all workers (including contractors and volunteers) as well as clients, visitors and members of the public.
Hazards and risks to health and safety will be eliminated or minimised, as far as is reasonably practicable.
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