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 cooperative 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.

SC6 Demonstrated exemplary skills in developing curriculum and leading professional practice in teaching and learning, with an emphasis on curriculum and programs for senior aged students with a physical disability and/or severe health impairment (including Independent Living Skills Programs, Sensory Programs, VPC- Victorian Pathways Certificate).

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 schools 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 responsible for the implementation of one or more priorities contained in the school strategic plan.

Position 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 learning and developing individual and team performance and 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 schools 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

- AT GLENALLEN SCHOOL THE LEADING TEACHER ROLES AND RESPONSIBILITIES ARE AS FOLLOWS:

Typically, leading teachers will have responsibilities in the following areas:

- Staff / Administration

- Be responsible for coordination of exemplary teaching and learning programs in the Transition School

- Teach in the school area

- Work with the Leadership Team to foster a harmonious and energetic department

- Appraise staff through the Performance and Development Program and support staff professional growth

- Coordinate the class grouping process including new enrolments through the year

- Allocate specific duties for each teacher to share in the running of the school

- Liaise with other Heads of department and administrators regarding School Policy and Programs

- Organize ES1 timetables within relevant department

- Organise department yard duty timetables

- Liaise with Head of Disability Support Worker in department

- Oversee the SSG and FFYA processes in the sub school

- Liaise with personnel regarding the needs of students and discuss student management procedures at meetings

- Chair weekly department meetings (Written records to be kept)

- Assist in the professional development of staff

- Convene a Qualified Learning Team

- Actively participate in Senior Leadership Team meetings

- Demonstrate a strong commitment to personal leadership growth

- Curriculum responsibilities

- Demonstrate knowledge of current educational programs and methods in use

- Oversee staff work programs

- Overview excursion planning within the school section in collaboration with AP

- Budget / Resource responsibilities

- Manage designated department budgets

- Oversee that purchases are maintained on department inventories and checked annually

- Manage the organization and provision of resources for teachers by having designated storage areas

- Co-ordinate the ordering of departmental office / class supplies

- Facilitate the visitation by students and staff from external organisations

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 (see Workplace 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 protected 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:

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.

Location Profile

Glenallen School, located at 7 Allen Street, Glen Waverley, provides individual learning programs for students aged between 4.8 and 18 years, who have a physical disability and/or significant health impairment requiring paramedical support. The school caters for students with a wide range of intellectual abilities. Current students have complex needs and often multiple disabilities.

Trans-disciplinary teams including teachers, physiotherapists, occupational therapists and speech pathologists work together to plan, implement and evaluate individual student focused learning programs. Other support staff includes a music therapist, nurses, community wellbeing officer, program assistants and disability support workers.

Staff expertise enables our students to access a variety of alternative and augmentative methods of communication (AAC).

Our aim is to provide for the development of each student intellectually, socially, physically and emotionally. Individual educational and therapeutic programs are designed to promote student achievement as well as maximising independence in functional activities of daily living. Each student is encouraged to be an active participant in their individual learning program.

For further information about our school please visit our website www.glenallen-sch.vic.edu.au

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.

📌 Leading Teacher Range 3 (Melbourne)
🏢 Government schools
📍 Melbourne