Leading Teacher Range 3 - Director of Culture and Connection

Leading Teacher Range 3 - Director of Culture and Connection

Department of Education Victoria – Templestowe Lower VIC

6d ago , from Department of Education & Training Victoria

Templestowe College is located 17 km east from the centre of Melbourne in Lower Templestowe, on Wurundjeri country. It is easily accessible by car from the Eastern Freeway and any of the major roads in the Northeast of Melbourne. It is also supported by an extensive bus network that operates around the school

The school is on 6.5 ha of land and incorporates significant green space, including a well-developed permaculture garden and a small farm. We also have extensive facilities in the arts, performing arts, technology, science, and a single court sport stadium with fully equipped fitness centre.

School profile

Over the last 15 years the school has transformed from a school of last resort to a thriving community, where we now have approximately 1250 students and demand for places outstrips supply. We continue to improve and innovate by having a clear focus on both learning and wellbeing.

The learning environment promotes success in multiple ways based on our belief that every student should be achieving their best by embracing opportunities that are available at Templestowe College. Students have control over their learning program in our Flexible Learning Environment (FLE) that operates from year 8-10, and into our VCE programs. The FLE has more than 150 subjects from which to choose. This is a significant part of the approach we take at the college where student voice is at the centre.

The recent school review has identified the need for the school to refocus its work on student outcomes, to improve VCE and NAPLAN results, whilst maintaining its excellence in areas such as wellbeing, inclusion, student voice and agency, and the provision of a calm and orderly learning environment.

A strength of our college is the excellent relationships that exist between the students and the staff at the school. Staff are committed to supporting the academic progress and wellbeing of students where strong, respectful relationships are the basis for all communication. Students are encouraged to interact closely with their teachers and seek help at any time.

Candidates are encouraged to visit our website at www.tc.vic.edu.au for further information on TC.

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

The responsibilities of this position will be:

Respectful Relationships

• Lead the implementation and ongoing development of the Respectful Relationships program across Years 7-12.
• Build staff capacity to embed respectful relationship practices and social-emotional learning within curriculum and school culture.
• Coordinate whole-school activities and awareness campaigns that promote respect, empathy, positive relationships and wellbeing.
• Monitor and evaluate the impact of Respectful Relationships initiatives using student voice, wellbeing data and feedback.

Marrung and Koorie Education

• Lead the implementation of the Department's Marrung priorities within the school.
• Promote culturally responsive practices that strengthen educational outcomes for Aboriginal and Torres Strait Islander students.
• Work collaboratively with Koorie Engagement Support Officers, families and community organisations.
• Support staff in embedding Aboriginal and Torres Strait Islander perspectives across curriculum and school programs.
• Coordinate events and initiatives that celebrate First Nations histories, cultures and achievements.

Diversity and LGBTQIA+ Awareness

• Lead initiatives that promote diversity, respect and belonging across the school community.
• Support the development of programs and practices that celebrate the diversity of students, staff and families.
• Coordinate activities that promote awareness, understanding and acceptance of diverse identities and experiences.
• Provide professional learning to enhance staff understanding of diversity and respectful practices.
• Support student leadership initiatives that promote diversity and social cohesion.

Whole-School Events

• Coordinate and oversee a calendar of significant whole-school events, celebrations and community activities.
• Lead planning committees and coordinate staff, student and community involvement in school events.
• Ensure events align with school values, strategic priorities and student engagement goals.
• Evaluate the effectiveness of events in strengthening school spirit and community participation.

Community Building

• Develop and implement strategies that strengthen relationships between students, staff, families and community partners.
• Facilitate opportunities for meaningful family engagement in school life.
• Establish and maintain partnerships with local organisations, agencies and community groups.
• Promote a welcoming and collaborative school culture.

Alumni Engagement

• Establish and maintain an active alumni network.
• Coordinate alumni communications, events and mentoring opportunities.
• Foster partnerships between former students and current students to support pathways and career development.
• Promote and celebrate alumni achievements and contributions to the school community.

Student Connectedness and Belonging

• Lead whole-school initiatives designed to strengthen student engagement, participation and school connectedness.
• Lead student leadership and student voice programs.

Student Leadership

• Develop and implement a school wide leadership model that crosses communities and year levels
• Collaborate with sub-school and wellbeing teams to improve student engagement and participation.
• Promote practices that ensure all students develop a strong sense of belonging and connection to the school community.

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 (seeWorkplace 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

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 atRecruitment in Schools.

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