Doveton College is a unique, diverse and vibrant learning community.
It is unlike any other educational setting in Australia.
Located in the South Eastern suburbs of Melbourne, Doveton College resides in one of the most disadvantaged metropolitan regions of Australia.
It is the first of ten settings to be developed in association with the Colman Foundation, Our Place and the Department of Education.Doveton College is complex in its operation; it seeks to support, foster and develop opportunities for all members of the Doveton Community including children, young people, and adults.
The focus is on providing high quality teaching and learning programs for children and young people from 0 to 15 years old, with additional learning opportunities for parents and the wider community members.
It provides a wide range of wrap-around educational, health and allied health services, Maternal and Child Health, and Adult Learning opportunities.
Early Learning has an Exceeding Rating in all quality areas; operating a long day setting, with a focus on learning through play in a structured, appealing indoor/outdoor learning environment.
Each week students from Foundation to Year 9 participate in the Doveton Engagement and Enrichment Program (DEEP) which operates as an extension to the school day and includes sports, performance, technology and artistic programs.Doveton College is committed to providing a child safe setting where children and young people are safe and feel protected, and their voices are heard about decisions that affect their lives.
Particular attention is paid to the cultural safety of Aboriginal children, those with culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.
Children are at the centre of all our decisions.The community expectation is that the College will provide a safe and secure workplace where the individual student can learn and develop to their full potential.
In the school sector, high quality teaching and learning is non- negotiable.
All staff are strong professional educators, implementing teaching and learning programs that are evidenced based and informed by research and best practice.
There is a strong focus on literacy and numeracy, alongside a well-developed social and emotional learning curriculum.The Doveton College vision is clear and is based on the belief that every child will succeed.
There is a commitment to:the potential of each of our children and young people to learn, to achieve and do their bestempowering all our children and young people to be curious, independent, happy and motivated to excela rigorous and dynamic curriculumto meet the needs of, and promote the growth of every child and young persona strong learning culture and team approach, based on the values of Respect, Excellence, Empathy, Resilience, and Belongingthe belief that learning occurs in partnership with parents and families and the support of the communityWe believe that strong positive relationships underpin all our work, and that the wellbeing of our children and young people is critical to their success and academic achievements.
Families choose Doveton College because it is safe, inclusive and focused on each child¿s current and future learning needs.
We aim to create a place where every young person feels known, supported and inspired to do their best.Selection CriteriaSC1Demonstrated 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.RoleDevelop and implement policies and procedures to increase student participation and attendance in classModel BSEM strategies and strategies for inclusive and engaging classroomsLiaise closely with Wellbeing to develop a comprehensive understanding of student/family background and needsContribute to the development of student IEP with strategies to improve their engagement with learningLiaise with parents to develop shared strategies to improve student attendanceLiaise with staff and parents to develop shared strategies to improve and enrich participation in learningDevelop positive relationships with students and support them to develop resilience and self regulation.Support staff in developing purposeful ready to learn plansSupport classroom staff in the implementation of behaviour management strategiesAttend student SSG meetings/Care team meetings as principal representative when requiredEnsure students have appropriate Absence Learning Plans when requiredFacilitate restorative sessions to support student re-entry to classroomImplement staged responses for student management issues and ensure fair consequences are in placeEnsure that the relevant sector establish and maintain regular contact with parents and carersCollaborate with SIT in the Co-ordination and implementation of College programs and eventsCollaborate with relevant AP to coordinate and run parent information sessions and eventsProvide coaching/mentoring to teams or individuals to support the attendance and active engagement of studentsLiaise closely with other Learning Specialists and Leading TeachersBe an active member and contributor to the School Improvement TeamMonitor and improve student outcomes through collaboration with the School Improvement TeamParticipate in and contribute to PLT/Curriculum meetings and qualified developmentDevelop and implement a semester‐based improvement program for Student EngagementSupport the implementation of the Annual Improvement PlanAny other duties as directed by the Principal ClassResponsibilitiesIn recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key role of the leading teachers may include but is not limited to:Leading and managing the implementation of whole‐school improvement initiatives related to the school strategic plan and school prioritiesLeading and managing the implementation of whole‐school improvement strategies related to curriculum planning and deliveryLeading 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 and in the allocated portfolioLeading and managing staff performance and development (review of staff) where applicableLeading and managing the development of the school's assessment and reporting policies and practicesTeaching demonstration lessons relevant to portfolioLeading the development of curriculum in a major learning area and participating in curriculum development in other areasLeading and managing the implementation of the school operations and policies related to student engagement and wellbeingResponsibility for general discipline matters beyond the management of classroom teachersContributing to the overall leadership and management of the schoolContributing to the development of proposals for College Council considerationDeveloping and managing the school code of conductWho May ApplyTeachers 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 InclusionThe 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) 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 StandardsVictorian 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: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:Please ensure that your application includes:Aresume including relevant experience as well as personal details (name, address and contact numbers, business and home)Asection addressing the selection criteria and the requirements for application under the Who May Apply sectionNames and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.Please note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.Conditions of EmploymentAll 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 Qualification RequirementsTo 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; andif the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, 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'; anda person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** 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).
Applications close Thursday 20 August **** at *****pm
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📌 Leading Teacher Range 3 - Student Engagement (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne