Acting Leading Teacher: Curriculum, Instruction

Acting Leading Teacher: Curriculum, Instruction & Assessment Department of Education Victoria – Maribyrnong VIC 3d ago , from Department of Education & Training Victoria Wembley Primary School is located in the City of Maribyrnong on the border of the City of Hobson's Bay and has an enrolment of 634 students. It is in the mid‑high range of socio‑economic profiles, with a mid‑high proportion of students from an English as second language background. Wembley Primary School provides a concept‑based curriculum with a strong focus on Literacy and Numeracy, complemented by specialist programs in Physical Education, Performing and Visual Arts. The school also provides enrichment programs in Writing, Visual Art and Mathematics. Teaching practices across the school are informed by evidence‑based strategies that have high impact on student learning. Professional learning is an integral part of the operation of the school, and collaborative teams are the focal point for planning and development of the teaching and learning and the improvement of teacher practice. Wembley Primary School provides a quality learning culture that is orderly, safe, secure and inclusive. This culture is strongly influenced by the school's values which focus on the rights and responsibilities of students, teachers and parents. The school motto is ‘Striving for Success’ and the Student Engagement and Wellbeing policy underpins the management and teaching practices at Wembley Primary School. Selection Criteria SC1: Curriculum – Demonstrated expert knowledge of the relevant curriculum, with a proven ability to lead and implement evidence‑based best practice in teaching and learning, including the explicit teaching of literacy and numeracy across the curriculum. SC2: Knowledge of current DET initiatives – Demonstrated expert knowledge of current DET priorities and frameworks, including FISO 2.0, VTLM 2.0, HITS, HIWS and Positive Classroom Management Strategies (PCMS), and the capacity to align these with school‑wide improvement work. Proven ability to lead the implementation, monitoring and evaluation of evidence‑based teaching and learning approaches, in order to translate these into high‑impact practice and build staff capability, to drive improved student growth and achievement. SC3: Leading Change – Demonstrated highly developed interpersonal and leadership skills, with the proven ability to lead school‑wide curriculum and student‑focused initiatives. Evidence of successfully guiding and supporting staff through change processes, building collective efficacy, and implementing evidence‑based improvement strategies. SC4: Data Literacy – Demonstrated exemplary ability to analyse and interpret student learning data at individual, cohort, and whole‑school levels, using a range of assessment tools to drive evidence‑based improvement. Skilled in fostering a culture of data literacy by guiding and supporting colleagues to make informed instructional decisions and providing clear, actionable feedback to students, parents, and the broader school community to enhance learning growth and achievement. SC5: Relationships and Communication – Demonstrated ability to lead and foster effective, collaborative relationships with students, colleagues, parents and the broader school community, with a strong focus on student learning, agency, wellbeing and engagement. Proven capacity to communicate clearly and consistently with a range of stakeholders, using appropriate methods to ensure shared understanding and effective support for student outcomes. SC6: DET Values – 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 programme 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 programme. 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 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); Teaching demonstration lessons; 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. Diversity and Inclusion The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms – culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au 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: 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: Other Information 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 Qualification Requirements To be eligible for employment, transfer or promotion in the principal or teacher class: The person must have provisional or full registration approved by the Victorian Institute of Teaching; and If the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; A person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr