Leading Teacher - Melbourne, United States - Schools (Government)

Description

Role

The Senior School Student Engagement Leading Teacher will primarily be responsible for the student management and wellbeing of the senior years The role will be proactive in the development of Student Engagement Leaders and supporting the Wellbeing Team of the College. The Leading Teacher position will involve the facilitation of student management policies and programs at the College, especially related to VCE and will be proactive in ensuring that support is provided to all students within Senior Years Programs.

It is expected that the Leading Teacher performing this role will:

• Provide high level educational leadership in the school community and beyond.

• Provide significant presence as a member of the North Campus Leadership Team.

• Support the Administration of the College and all other leaders; in particular Student Engagement Leaders (Year Level Leaders) and staff in ensuring school polices are implemented.

• Build and maintain collaborative teams and develop cooperative working relationships that

produce excellence in teaching and learning.

• Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential.

• Provide high level professional assistance to other teachers and to participate in actively

promoting and supporting the College Performance and Development Process,

supporting observations and walkthroughs and

providing critical and constructive feedback.

• Actively contribute to and support a broad range of extra-curricular activities including: Parent Information Evenings, Course Counselling, Wellbeing Programs, College Awards and Campus Assemblies, celebration days and other events.

• Demonstrate high level communication skills and professional behaviour when interacting

with parents, students, colleagues and community.

• Show a strong commitment to developing their own ICT skills and actively use and encourage the use of ICT by others within the classroom.

• Actively contribute to the implementation of the Strategic Plan, Annual Implementation Plan, along with a broad range of other activities.

• Adopt a flexible attitude to the Leadership position description and complete other duties as required by members of the Principal Class within the College.

Duties Specific to this Position of Leadership:

Build school capacity and learning culture of high expectations through the development of school policies, procedures and clear and reasonable consequences

• Lead, manage and support a sub-school (Senior at North Campus, to ensure

that our strategic priorities are being met

• Provide transformational leadership in the ongoing development and implementation of the school's wellbeing and engagement policies and procedures (Year

• Provide high-level coaching/ mentoring and leadership for the sub-school team of Year Level Leaders

• Work closely with the Campus Assistant Principal to build the capacity of the sub-school team of Year Level Leaders to ensure consistencies and connections across the year levels and oversee the implementation of all strategic programs.

• Collaboratively participate in the work raised at weekly Student Engagement and Wellbeing meetings to build a culture of shared responsibility within the campus.

• With the active leadership of the AP, Wellbeing Team and Student Engagement Leaders provide support for high-level student management, wellbeing or family issues including new enrolments to the College

Build Student Capacity

• Further develop the College approach to student engagement and wellbeing by planning and implementing strategies and programs to boost school connectedness.

• Actively promote and continue to develop the use of Compass amongst the College

Community (staff, students, parents and other key stakeholders).

• Support the development and implementation of evidence based and data driven programs

to improve attendance and learning outcomes of all students

• Embed Restorative Practices into the everyday practice of all staff of the College.

• Actively promote and continue to embed our school culture of Growth, Wellbeing, Learning and Relationships

• Work to ensure all student needs are support including PSD students, International Students and EAL students.

• Work with the LT for Years 7-9, SRC and all staff to increase student voice and agency.

Build Staff Capacity

• Support the development and implementation of evidence based and data driven programs

for improved attendance and learning outcomes of all students.

• Lead the school (Yr in developing processes to build staff capacity and parent capacity to support student achievement, improved learning outcomes and engagement.

• Oversee Year Level Assemblies; the content and value of these at the Year 10 to 12 level.

• Lead the transition process for Year levels of the Sub-School and support tracking of post secondary school pathways

• Be a key member of the Student Wellbeing team that monitors and follows up students at risk and assists with the development of Individual Education Plans and Behavioural Support Plans for all students who require them.

• Relentlessly pursue high expectations of all students; but most particularly those who

consistently display inappropriate learning or social behaviours and ensure that every possible

support and all appropriate consequences have been provided.

• Actively seek out and develop additional supports and structures to ensure all students have

opportunities to succeed academically, behaviourally and socially.

• Liaise with the VCE Leaders and the Assistant Principal- Curriculum Innovation & Excellence to develop and implement the College and VCAA Exam timetable (Yr

• Oversee and support the work of the Student Engagement Leaders (YLL) 10 to 12 in following up students at risk behaviourally, socially and academically.

• Provide professional development for Student Engagement Leaders in order to ensure their growth in the role and in building leadership capacity.

• Ensure that all staff across the College are implementing the Sunshine College Student Management Guidelines.

• Support Student Engagement Leaders 10 -12, Student Wellbeing staff and the Administration in following the attendance policy and procedures for students who are at risk due to attendance.

• Work with the College Learning Specialists to provide coaching to teachers in building the learning behaviours of their students.

• Work with Assistant Principal – Strategy and Accountability to analyse data regarding student outcomes. Ensure that a focus is on all groups of students from the academically at risk to the High Achievers.

• Work with the Campus Assistant Principal, the North Student Engagement Leader 7-9 and Wellbeing Leader and the Careers Coordinator to ensure successful transition for all students at all year levels.

Build parent and community capacity

• Develop and implement strategies to build parent capacity to support and assist their student in improving their learning outcomes and reducing absence from school.

• Communicate with parents and the school community to foster effective family engagement and partnerships

• Ensure appropriate and frequent contact is made with parents by staff for academic,

behavioural, attendance and achievements.

• Continue to build our school positive climate for learning and strong connections with parents.

• Support the use of Compass as a whole school communication tool, including developing

parent capability in its use.

• At the request of the Principal Class, perform duties that will assist in the management and

welfare of students and the efficient functioning of the College

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:

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

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 ).

Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: or email on:

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 DE's Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE'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 DE values is available at:

Other Information

Conditions of Employment

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

Sunshine College operates as a two site multi-campus school in North and West Sunshine with responsibility for serving the educational needs of around 1000 young people, employing approximately 140 staff. We are currently entering an exciting renewal phase in our teaching and learning practices and physical structure, including the opening of new facilities.

The Sunshine community is wonderfully diverse, with a strong sense of pride and identity.

Our college reflects this diversity with a wide range of teaching & learning programs across both campuses. Our successful mainstream programs being augmented by the curriculum delivered at Harvester Technical College, located adjacent to the North Campus of Sunshine College. The Harvester Technical College through its teaching staff provides innovative best practice approaches in vocational education based around applied learning. We have developed strong links with major industries and business partners, in guiding the curriculum development and in building relationships to support outcomes for students. Teachers at the HTC operate in a team environment, integrating curriculum around learning projects for a dynamic year 10-12 student cohort.

Teachers across both 7-12 campuses of Sunshine College are expected to be creative of new and innovative approaches to teaching and learning, with an understanding that students learn best through discovery, research & development processes and especially when this learning is linked to applied situations.

Our student's average growth rate in NAPLAN Reading and Numeracy from Year 7 to Year 9 is better than state averages.

A major and exciting challenge for us is to become one of the leading schools in Victoria on how literacy issues are positively addressed. Students in Years 7 to 11 are involved in the SunLit program, receiving structured literacy lessons throughout the week.

Maths staff are regular presenters at the Mathematics Association of Victoria Annual Conference and were acknowledged for their work in Numeracy in winning the Lindsay Thompson Award for Excellence in Education.

Each year our students achieve high ATAR scores and have won Premier's Awards and the VCE Achiever of the Year Award placing them among the top elite students in Victoria. The duxes of the school over the last years are studying Commerce, Law, Medicine, Engineering and Dentistry. Our outcomes for students graduating from the HTC into apprenticeships, work or further study are exceptional.

The College supports the broader community in several ways through community curriculum initiatives, largely coordinated in our pathway courses run at Years 7 to 10.

We are committed to maximising learning outcomes and life opportunities for our students by providing high quality learning experiences which will empower them to continue to learn, adapt to changing circumstances, and create opportunities for themselves, while valuing self, others, and their environment.

Our core school values focus on GROWTH, LEARNING, WELLBEING and RELATIONSHIPS. These values guide our philosophy in how we educate and support our students and nurtures our belief that all students can learn.

Staff work in supportive Focus Groups, at times they team teach and are committed to continual personal and professional growth and accept new educational challenges as a natural part of their professional lives.

Staff at Sunshine College have worked together to develop what we call a "core plus" instructional model that allows for domain specific innovation and creativity but is underpinned across all domains by five core instructional practice principles~

We believe that our teaching staff are by far the most valuable resource of the school. We know that it is our teachers who ultimately make the difference for students, and we support them accordingly.

The Victorian Auditor-General's Office tabled a report in the Victorian Parliament titled "The Effectiveness of Student Wellbeing Programs and Services." Sunshine College was chosen to talk to representatives of the VAGO about our programs, which have led to consecutive years of 'exemplar' results within the Victorian Student Attitudinal Surveys.

Our performance and development culture is based around the collaborative work of staff in professional learning teams where curriculum is collegiately designed and consistently delivered across classrooms and campuses and where self-reflection is critical to enhancing the craft of teaching.

Sunshine College promotes the safety, participation, and empowerment of all children, including those with a disability. Our culture is based on Collaboration, Aspiration, and Inclusion. Our College is culturally safe for indigenous children and for those from culturally and linguistically diverse background. We encourage applications from indigenous peoples and from culturally and linguistically diverse backgrounds.

If this is a school, you would like to be part of I would encourage you to formally apply for the position.

Applicants will need to hold valid tertiary qualifications and be able to meet Victorian Institute of Teacher registration requirements.

Please note Sunshine College reserves the right to contact colleagues other than those listed as referees