Leading Teacher - Learning Data

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Typically, leading teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve...

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Company: Department of Education & Training Victoria

Location: Melbourne

Work type: Full Time

Salary: n\a

Phone: +61-8-7742-4225

Fax: +61-3-6065-1374

E-mail: n\a

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Detail information about job Leading Teacher - Learning Data. Terms and conditions vacancy

Location Profile


Suzanne Cory High School is a selective entry co-educational Years 9-12 high school which opened at the beginning of the 2011 school year to serve the growth corridors of Melbourne's Western Region.

Suzanne Cory High School is built to an iconic brief, based on a strong commitment to innovative evidence-based pedagogy within an environmentally sustainable young adult learning community. The design incorporates ICT arrangements for 1:1 teaching and learning in a wireless network environment.

The current enrolment comprises 850 students from approximately eighty different schools, with three quarters having a western suburbs address and being equal numbers from government and non-government schools. Students are of above average ability and have high aspirations. There is a rich and diverse culture mix evident in the school community.

Enrolment at Suzanne Cory High School is through the enrolment process common to all four selective entry schools in Victoria. Details about this process can be found at www.education.vic.gov.au.

Suzanne Cory High School provides students with a challenging educational experience which will lead to outstanding outcomes and pathways into tertiary education. Suzanne Cory High School has partnerships with Melbourne and Victoria Universities to enable students to access facilities, programs and academic staff. The modern facilities of the school are complemented by access to those of Victoria University, adjacent to the school site.

Suzanne Cory High School offers a four year learning program incorporating core and elective studies, enrichment studies and VCE Units. University Enhancement Studies are anticipated. Teaching staff are expected to apply the school Teaching and Learning Model, which is best practice evidence-based highly effective pedagogy. Teachers and students will engage in routine and skilful use of information and learning technologies.

The curriculum provides opportunities for all students to gain the Victorian Certificate of Education and is comprehensive and orientated to maximize the opportunity for each student to undertake tertiary level study.

The school has a House System and has adopted the School Wide Positive Behaviours Support for Engagement and Learning (SWPBS-EL) approach to student engagement and wellbeing. The core values of the school are Respect, Aspiration and Contribution which all staff are required to uphold and demonstrate.

All staff appointed to Suzanne Cory High School will be expected to display exemplary professionalism and support the development of the school ethos and culture. In the formative years, flexibility and adaptability will be required of staff as the school grows in population and development of facilities is embedded. Draft Codes of Practice for staff are available on the school website and intending applicants are strongly advised to be familiar with these codes and the school Teaching and Learning Model.

Selection Criteria


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.

School Selection Criteria

SC6         An understanding of how data can be used to support the learning and assessment in a select entry high school.

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 LT Learning Data, as a member of the Teaching and Learning Team, will be responsible for:

  • Building data literacy across the school, including both academic and wellbeing data
  • Leading the understanding and use of data, and model excellence in data analysis, to better inform high level teaching and learning in a select entry high school
  • Leading the understanding and use of data, and model excellence in data analysis, to better inform high level wellbeing responses in a select entry high school
  • Leading the use of data in formative assessment
  • Continuous reporting
  • Developing an assessment calendar and evaluating its effectiveness

The Leading Teacher Learning Data will:

  • Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data
  • Work closely with the VCAA coordinator to ensure the efficient conduct of all VCAA exams, VASS enrolments and special provisions
  • Work with the LT Curriculum Leader, Learning Specialists, Heads of House and PCO to lead the development of high quality teaching and learning

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 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.

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

DET Values


The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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.

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