SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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

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 teacher may include but are not limited to:

- Lead and manage the implementation of whole-school improvement initiatives, including strategic plan priorities, curriculum planning and delivery, and assessment and reporting policies and practices.

- Lead the development of curriculum in a major learning area, while contributing to curriculum development in other areas.
- Lead and manage staff professional learning (including in support of Annual Implementation Plan goals), performance and development including individual/team development plans and teaching demonstration lessons.
- Lead and manage the implementation of school operations and policies related to student welfare and discipline, including responsibility for discipline matters beyond the classroom teacher level.
- Contribute to the overall leadership and management of the school, including proposals for School Council consideration.

Year Level Specific Responsibilities

- Lead a weekly meeting with your Learning Community Leaders (LCLs), wellbeing and inclusion teamfor one period per week during a common timetabled weekly time allowance period monitoring student EAW, attendance, inclusion adjustments and learning achievement.

- Use student data (attendance, academic progress, learning behaviour, wellbeing, PAT, NAPLAN and VCE achievement data)



to identify trends and implement targeted interventions that improve engagement, achievement and senior secondary pathways outcomes. (depending on the year level you are leading)
- Lead the implementation of VTLM 2.0 elements of learning and teaching across the college.
- Lead Positive Classroom Management Strategies (PCMS) and the consistent implementation of the College's vision, values and expected behaviours to create a safe, engaging and purposeful learning environment, promoting high expectations that enhance student achievement, participation and connectedness.
- Lead compliance with DET attendance requirements, including monitoring, intervention and escalation as per WHC Attendance policy and processes.
- Support the role of Mentor teachers in providing pastoral and engagement support for students, including leading the development and delivery of the Mentor Curriculum at the relevant year level, including Respectful Relationships, student goal setting, pathways, and subject/course selection.
- Develop and lead the planning and implementation of unique year-level experiences incursions, camps, excursions and co-curricular programs that strengthen engagement, connection and belonging.
- In conjunction with relevant leaders and support services, manage critical incidents and coordinate student support, working with staff, the EAW team, parents/carers and other services to identify needs and implement interventions.
- Lead Transition and Induction Programs and engage students and families in key processes (Parent Information Evenings, Learning Conversations, assemblies, events) to strengthen partnerships in learning.
- Work withkey pathways staff to deliver essential pathways activities across the relevant year levels.
- Work collaboratively with other Year Level Leaders (YLLs), LCLs and other key staff to ensure consistency of practice and promote student voice, agency and leadership.
- Create and lead the implementation of assessment schedules in conjunction with the Curriculum Leading Teacher for your relevant year level.

Other/Whole School

- Lead and coordinate key college events, including whole-college and year-level assemblies and special events.

- Undertake any other duties required by the Principal.

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 secure

#J-18808-Ljbffr

📌 Year Level Leader (Yea)
🏢 Government schools
📍 Yea