Leading Teacher - Sub-School Leader P-6

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

KEY DUTIES
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:

1)leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and Government priorities

2)leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery

3)leading and supporting professional learning activities

4)leading and managing the Performance and Development Plans of a group of teachers within Professional Learning Teams

5)teaching demonstration lessons

6)leading and managing the development of the school¿s assessment and reporting policies and practices

7)leading and managing the implementation of the school operations and policies related to student wellbeing and discipline

8)leading the development of curriculum in a major learning area and participating in curriculum development in other areas

9)responsibility for general discipline matters beyond the management of classroom teachers

10)contributing to the overall leadership and management of the school

11)contributing to the development of proposals for school council consideration

12)ongoing development and implementation of the school code of conduct.

SPECIFIC ROLE ACCOUNTABILITIES:

1.Establish a safe and orderly learning and teaching environment

·Provide proactive leadership to establish and maintain a safe, orderly learning environment that supports effective teaching and learning

·Support teachers to manage matters related to student discipline and engagement including appropriate intervention action and provision of support strategies

·Support the implementation and review of the School Wide Positive Behaviours System (SWPBS) including the explicit teaching and modelling of the school¿s values of quality effort, responsibility and respect across a range of school contexts

·Support the implementation of the school & Department of Education Student Wellbeing and Engagement policy guidelines.

2.Develop an accountable team culture that focuses on improved student learning outcomes

·Play a lead role in the implementation of actions designed to improve the learning outcomes of all students guided by key strategies as stated in the school¿s AIP and the DET¿s Framework for Improving Student¿s Outcomes (FISO

·Establish and lead collaborative teams, with an expectation of sharing data, co-planning a differentiated curriculum and reflecting on practice

·Plan to make effective use of flexible learning spaces for the benefit of both students and staff

·Assist members of teams to meet their performance review and accountability requirements

·In conjunction with other leaders, implement the school¿s improvement strategies including the ongoing focus on high learning effect-size instructional actions

·Assist teachers to implement effective teaching processes and strategies that are documented to improve student learning

·Support the development of classroom instructional capacity using strategies such as (but not limited to) peer observation, learning walks, coaching and feedback for staff

·Assist with the induction process for staff new to the Learning Centre including provision for mentoring and support

·Actively participate in School Improvement Team meetings/planning.

3.Embed consistent whole school curriculum planning and assessment.

·Build a culture that supports a team approach to planning, teaching, assessment and reflection

·Develop processes for the use of student feedback and learning data to drive teaching and learning

·Work collaboratively with assistant principal/s and other teams to ensure all identified students within the Sub School (Indigenous, DI, and Out of Home Care) have Individual Education Plans

·Lead and manage goal setting and any related processes that involves reporting student progress to parents.

4.Provision of Student Wellbeing support and intervention

·Liaise with key staff to ensure that students requiring support and intervention are provided with appropriate programs and resources to improve student engagement and wellbeing linked to classroom programs and promote social inclusion

·Liaise with key staff, destination schools or feeder schools/kindergartens to ensure that student attendance, transitions, safety, engagement and cultural needs are met so students can successfully participate in the full life of the school

·Work proactively with parents and members of the wider school community to encourage student engagement and to positively promote the College¿s educational achievements

·To be aware of and promote Department of Education policies regarding attendance, mandatory reporting, OHS, drug education, equal opportunity, and acceptable use of the internet

·Facilitate SSG meetings focussing on attendance, behaviour support plans, wellbeing, student learning (whichever are applicable to that particular student) and document meetings as per college SSG planner

·Submit wellbeing referrals for identified students to Wellbeing Team.

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:

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

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.