Leading Teacher Sub School Leader - Specialist

Department of Education Victoria - Maryborough QLD

1d ago , from Department of Education & Training Victoria

Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way.

Vision to be an inclusive connected flourishing learning community.

Our school values have been developed in consultation with the whole community. They are:

- Aspiration
- Kindness
- Respect

Social community and demographics

- On a single site the school comprises facilities for primary, secondary and special needs education
- The school is highly integrated with a common set of values and behavioural and learning expectations for all
- Overall enrolment numbers are reflecting the demographics of the Maryborough community
- Strong and supportive School Council and parent involvement is encouraged.
- Committed Student Representative Council and a solid student leadership structure
- Enthusiastic, professional staff team consisting of 87.81 effective full-time teachers and 69.31 school support staff.
- Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group
- The school has a School Family Orientation of .6856

Educational

- Provision of a vibrant and productive education, Foundation to 12 and Specialist Education.
- Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students
- VCE, VCE VM and VPC courses
- Trade Training Centre
- Excellent further education pathways established and successful tertiary placements for students.
- Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities.

Technological

- Bring Your Own Device computer provision is being phased in from 2015
- Provision of computer suites and notebook trolleys are established throughout the school.
- Internet and intranet use is supported
- Data projectors in all learning areas

Environmental grounds and facilities

- Classrooms modern and are traditional in their layout
- Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for

www.mec.vic.edu.au

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

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.

Leadership and Sub-School (Specialist)

- Actively contribute as a member of the MEC Leadership Team, including participation in Leadership, and Wellbeing implementation Team meetings.
- Collaborate with the Leadership Team to develop, implement, and monitor school priorities aligned to the SSP and AIP.
- Provide overall leadership of the Specialist Setting, ensuring effective daily organisation and operations.
- Liaise with allied health professionals, therapists, and external agencies to support student programs.
- Ensure all relevant DE and school policies and practices are consistently implemented.
- Facilitate Specialist Unit meetings to promote collaboration and continuous improvement.
- Undertake additional duties as directed by the Principal in alignment with the role and school priorities.

Student Wellbeing, Engagement and Behaviour

- Lead student management, wellbeing, and engagement practices across the Specialist setting.
- Support implementation of whole-school initiatives including PCMS, When Challenges Arise, Real Schools, and BSEM.
- Manage behaviour and wellbeing matters.
- Support the development and implementation of Student Support Plans, Functional Behaviour Assessments (FBAs), and risk assessments.

Student Support and Inclusion

- Oversee the implementation of therapy plans, student profiles, and goal-based Individual Education Plans (IEPs).
- Work closely with the AP Wellbeing and Engagement to ensure accurate development and quality assurance of IEPs and Disability Inclusion processes.
- Support staff and Teacher Assistants to implement adjustments and provisions aligned with allied health and Student Support Services recommendations.
- Liaise with the Specialist Setting Building Practice Excellence Learning Specialist to ensure access to a high-quality, inclusive curriculum for all students.

Data, Monitoring and Accountability





- Use a range of data sources (including Compass and Panorama reports) to monitor student progress, learning outcomes, attendance, and wellbeing.
- Lead data-informed decision making to ensure appropriate interventions, supports, and extensions are implemented and documented.
- Ensure accurate and timely data entry and tracking within Compass and relevant systems.

Staff Leadership and Development

- Provide high-level professional learning, coaching, and ongoing support to staff within the Specialist Setting.
- Conduct unit meetings to build staff capacity and ensure consistency of practice.
- Support staff in implementing effective behaviour, wellbeing, and instructional strategies.

Operations and Organisation

- Coordinate assemblies, camps, excursions, and major events within the setting.
- Support enrolment, transition, and orientation processes for students entering or exiting the Specialist Setting.

Curriculum and Whole-School Alignment

- Support the implementation of curriculum, assessment, and moderation processes within the Specialist Setting.

Governance and Committees

- Unit Meetings
- Wellbeing Implementation 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.

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

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.

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 secure 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

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 at Recruitment in Schools.

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📌 Leading Teacher Sub School Leader - Specialist (Maryborough)
🏢 Department of Education Victoria
📍 Maryborough