Leading Teacher

School Profile
Princes Hill SC with approximately 880 students provides a unique, supportive learning environment that fosters the school values of Achievement, Community, Creativity, Diversity, Social Responsibility, and Self-reliance. The school has approximately 72.2 equivalent full-time staff comprised of 3 Principal Class, 56.5 Teacher Class and 13.7 Education Support Class. Demand for places is high and there are limits on the capacity of the school to offer places to students beyond the neighbourhood area. The school has excellent facilities in all curriculum areas and is privileged to have access to outstanding playing fields and grounds with Princes Park in close proximity. This beautiful green open space is used by classes and daily student access is supervised at recess and lunchtime.

The College is widely recognized for its inclusive and thriving culture where all students of all backgrounds feel welcome and safe.  Appreciation of differences between people and awareness of individual needs and abilities is central to the College ethos. Mutual respect between staff and students is characteristic of relationships.  Participation in public events, performances and competitions is actively encouraged and successes are enthusiastically celebrated by the College community.

The school maintains mixed ability classes up to Year 10 with a focus on differentiation of learning. We recognize students require a range of skills, attitudes and understandings to live sustainably and cooperatively in today’s world. The school attracts a high proportion of families with a professional background who regularly contribute to decision-making processes, tutoring programs and master classes.

Princes Hill SC is a vibrant learning community that is recognised for high academic standards and excellence across the curriculum. Evidence based practice and attention to research is important in our organisation’s thinking and learning. The school engages students in the social issues of the day, encourages critical thinking, the development of values, and in contributing to the community. Partnerships are sustained with nearby institutions such as the University of Melbourne Masters of Teaching program and the City Edge Network of schools that enrich the learning environment and culture.          

The curriculum makes extensive use of our inner city location for students' studies. Consistent with the school’s philosophy of providing students   with a broad education, the College offers an extensive Camps and Outdoor Education Program utilising the school camp, "Mirrimbah", located at the base of Mt Buller and Mt Stirling and other venues. Further extension includes study tours to, Italy, France, China and Vietnam. In Year 9, all students are involved in our Wilderness Week program where all students have a wilderness experience.

Music Program Profile
The Princes Hill Music Program is vibrant and diverse and is recognized in the school community and beyond as a successful and innovative program. Many students enroll at the school in Year 7 on the basis of Curriculum Grounds (Instrumental Music). The Program has a strong tradition of performance and excellence across musical styles –contemporary, jazz and classical. With 20 staff and more than 300 students learning an instrument the program is supported by an Administrative Assistant (0.8). The music precinct includes modern purpose-built rehearsal/performance space, music technology facility and instrumental teaching spaces. The role of Music Program Leader encompasses leadership of both classroom music, including VCE studies, and the instrumental program.

SC1         Demonstrated high level understanding of initiatives in student learning including the Principles of Learning and Teaching P-12 and Assessment and Reporting Advice and the capacity to provide leadership in the alignment of teaching and learning in accordance with the Victorian curriculum.

SC2         Demonstrated outstanding classroom teaching and leadership skills and capacity to implement high impact classroom teaching strategies, to  lead colleagues to continually improve teaching and learning and to enable all students to achieve their full potential.

SC3         Demonstrated outstanding ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

SC4         Demonstrated outstanding written and verbal communication skills and high level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees and the broader school community focused on student learning, wellbeing and engagement.

SC5         Demonstrated commitment and capacity to actively contribute to and to manage major curriculum or student activities and a commitment to continually improving teaching quality and capacity through the application of knowledge, stills and expertise derived from ongoing professional development and learning.

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.

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:

- 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.

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.

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

- 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

• 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.