Leading Teacher Range 3

Leading Teacher Range 3 - Disability Inclusion/Student Engagement and Wellbeing (1 year tenure) Department of Education Victoria – Lalor VIC 4d ago , from Department of Education & Training Victoria Peter Lalor Secondary College is a school for high quality vocational education based on best teaching and learning theory and practice for Year 10-12 students. Peter Lalor Secondary College has undergone a vast transformation to a specialist senior vocational college specialising in the delivery of applied learning. The school currently offers the Victorian Certificate of Education Vocational Model (VCE VM). New curriculum in VCE VM Literacy, Numeracy, Personal Development Skills and Work-Related Skills has been developed by panels of current applied learning practitioners. The new curriculum is engaging, based in real life and gives students in-demand skills needed for the future world of work. Applied learning teaches skills and knowledge in the context of `real life¿ experiences. Students apply what they have learnt by doing, experiencing and relating acquired skills to the real-world. It enables flexible, personalised learning where teachers work with students to recognise their personal strengths, interest, goals, and experiences. An ongoing commitment to the inclusion of Vocational Education and Training (VET) studies for students will continue to add value to student's studies. The school has a total of 140 enrolments and 29 staff, including 3 principal class, 15 teaching staff and 11 ES staff. Peter Lalor Secondary College endeavours to create an educational setting that fosters the development of lifelong career management and engagement skills. Students that enrol at Peter Lalor Secondary College have identified a desire to engage in pathways to immediate employment or vocational training following the completion of their secondary school certificate. At Peter Lalor Secondary College we acknowledge and understand that in the 21st Century a job for life does not exist and it is our responsibility to prepare and equip young people with the career management skills required to adapt, survive and thrive in the modern world of work. We have an emphasis on equipping our students with transferrable employability skills whilst fostering positive social development. Peter Lalor Secondary College has a targeted emphasis on employability and successful transition beyond the completion of secondary school. We endeavour to equip students with 21st Century tools to promote lifelong learning and support their development as active global citizens. There are high expectations that students will succeed. Curriculum is strongly connected to the real world beyond the classroom. The learning environment is supportive, promotes independence, self-motivation and teamwork, and individual learning styles are accommodated. Vocational education provides a clear, well-defined pathway to a wide range of further education, training and employment options and the College supports students to move into meaningful post-school pathways. The current weekly program involves three days of the VCE VM program, one day of VET and one day exploring a Structured Workplace Learning to experience learning on the job. Peter Lalor Secondary College is the lead school for the $6.4 million Outer Northern Trade Training Centre (ONTTC) and is responsible for the management of the centre. The ONTTC is located at the High Street front of the College campus and is governed by a board of principals from the eight government schools in the ONTTC consortium. The vocational focus of the college is supported and strengthened by ties to local business and industry and to other schools in the area, particularly those belonging to the Trade Training Centre consortium and the Northern Melbourne VET Cluster (NMVC). Underpinning the school’s mission to provide its students with the best possible pathways is a commitment to a positive education approach. This approach builds resilience and self-awareness in our young people and fosters in them a high level of confidence in their capacity to achieve their goals and their dreams. 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 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 This includes: working with Principal Class to lead Disability Inclusion working with Principal Class and the student engagement and wellbeing team to engage support for students from Student Support Services 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 (see Workplace adjustment guidelines). 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 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. 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 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 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'; and 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. Be careful - Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad. #J-18808-Ljbffr