Leading Teacher Range 3 - Melbourne, United States - Schools (Government)

Description

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:

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:

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

School Profile

Lalor Gardens is a vibrant, collaborative school in the northwest of Lalor, on Wurundjeri country.

With a current population of 382 students and 44 staff, we have a strong team and a supportive culture within the school. Our student population is expected to grow as new housing estates are established nearby.

Our community is diverse, and we embrace the wide range of cultures within our school. We pride ourselves on our inclusive and diverse culture, with a high proportion of students learning English as a Second Language and many families joining us from overseas. We welcome all new families into our school as part of our LGPS family and remain committed to giving them the best opportunities for success we can offer. We are proud to provide a first-language supported EAL program for our English Language Learners in our school.

Our staff team demonstrates the highest professional standards in all interactions with students, families and the wider community. We are all proud of our school, our community and our school achievements both academically and in relation to inclusion and wellbeing.

WELLBEING

Our motto of 'Learn, Grow, Achieve; Together anything is possible' underpins our work. We aim to develop our students as active learners, respectful, responsible, empathetic, resilient young people. As a proud, 'Gold' Standard School-Wide Positive Behaviour Support school, we live by the following values statements:

We are learners

We are respectful

We are responsible

We care for others and the environment

We are positive and we bounce back

We are a Trauma Informed school, following the Berry Street Education Model (BSEM). We see this represented daily, such as through our calm, predictable environments, Circle Time, Zones of Regulation, sensory and brain breaks, and restorative practices.

We have a strong investment in staff wellbeing. Positive Culture is pivotal to all of our successes, and we work on this through PERMAH, external consultants and in our day-to-day interactions.

TEACHING & LEARNING

At LGPS, our key priorities are in improving Literacy and Numeracy outcomes for all students. Our teachers participate in Professional Learning Communities (PLCs) to drive school improvement at the team level. We are committed to identifying and supporting students' needs at the individual, team and cohort level, and using our data to drive growth.

Our embedded collaborative planning model enables staff to work together to plan highly engaging teaching and learning opportunities at the point of need of their cohort.

Our specialist programs are Performing Arts, Physical Education, Visual Arts and Wellbeing. We are very fortunate to have dedicated and passionate staff in these curriculum areas. We teach Auslan within the classroom program. As an inclusive and diverse school, we remain committed to promoting Auslan as our community language.

Our open spaces support a team-teaching model, and teachers and classes to work together often.

Some key features of our curriculum model include:

SUSTAINABILITY

Lalor Gardens has benefited from a recent installation of solar technology which has enabled us to decrease our financial and environmental footprint significantly. It has also allowed us to fully air-condition the school classrooms to ensure optimum learning conditions all year long.

We also have:

FACILITIES

We are extremely lucky to have modern, spacious buildings and grounds at Lalor Gardens.

We have beautiful and well-designed classroom, specialist, library and outdoor spaces for learning, as well as breakout rooms and meeting spaces for staff and the community. We are extremely lucky to have a full-sized indoor basketball court, performance stage and custom designed art room to ensure our Specialist programs run to their best capacity.

Each learning area contains Smartboard/Smart TVs technology and the most modern student furniture that allows for flexibility in delivering a range of learning activities. We are well equipped with a range of digital technology devices (laptops, iPads) that cater for the learning needs of students at each stage of schooling.

Other key features include:

Please see our virtual tour on our website, () we know you will be impressed.

INTERESTED IN WORKING WITH US?

If you have strong teamwork skills, a growth mindset, passion for education and dedication to inclusive practices, we encourage you to apply for this position.

Please call or email the school to arrange a tour with our Principal. Any questions about the position advertised can be directed to our Principal Frazer Thomas by calling the school on or emailing .