Leading Teacher Disability and Inclusion Range 3

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); 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. 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). 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 : 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 : 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. Location Profile St Arnaud Secondary College is a school where teaching and learning and student outcomes are improving. Staff are supported and encouraged to try proven and new approaches to teaching in generally small classes. Staff are given flexibility to expand their skills in more than one key learning area through mixed Professional Learning Communities. Leadership opportunities are available so staff can quickly gain knowledge and experience of whole school operations.Staff work together closely, providing everyone with opportunities to contribute to a wide range of programs. St. Arnaud Secondary College is located in the township of St. Arnaud, which is situated on the edge of the Wimmera Mallee. The College is part of a cluster of schools of similar size and the closest regional centres are Horsham and Bendigo, 100km¿s to the west and east respectively and is 240km¿s north west of Melbourne. St. Arnaud is fortunate to have retained natural bushland which surrounds the township. The school enrolment has been increasing over the last four years and in 2025 we are expecting 165 student. It boasts an extremely pleasant physical environment. It is dominated by the original heritage structure which has been converted into predominantly administration facilities. Over the last three years a $10M building program has been undertaken providing state of the art facilities which are now in use. Other structures include an open plan learning area, an arts wing, a technology wing and a mud brick ceramics room. We have a fabulous science and library wing and a cover for our outdoor basketball court creating a multi-purpose all weather space. Despite a dry environment, the award winning St. Arnaud SC gardens are a delight to the eye. In 2025 the College will be staffed by a Principal, Assistant Principal and three leading teachers for a total of 29 staff. Despite being a small school, St Arnaud has retained its ability to provide curriculum breadth at the VCE level to cater for academic students as well as ensuring the availability of VET and Vocational major pathways. Students have shown academic growth above state level from years 7 to 9. Curriculum enrichment is something that is highly valued at St. Arnaud SC. The College boasts a music program where all students have access to a free instrumental music program. Sport is highly valued at the College and every opportunity is taken to provide students with pathways to reach a higher level in a wide variety of sports. Importantly health and wellbeing of students and staff is highly valued and promoted at St. Arnaud SC. Currently the College has a School Nurse who attends two days a week. The College has been fortunate to receive a school doctor who will attends the College one day per week sincestarting in 2018. Whilst these additions are valued, the Year Level Coordinators take the responsibility of student wellbeing seriously. The College has implemented a Pastoral Care Program that has been well received by students which focusses on The Resilience Project and Berry Street practices. A re-engagement program including Hands On Learning has been introduced for identified students in years 7-8 with very positive results and feedback from students and the community. In 2024 this was extended into a Year 9 / 10 Pathways program. #J-18808-Ljbffr