Location:
Grampians - Northern Grampians
Reference:
*******
Location Profile
Stawell Secondary College embraces the values of Participation, Aspiration, Inclusion, Resilience and Respect.
The College serves Stawell and surrounding rural areas.
Situated approximately 230 km west-north-west of Melbourne, on the Western Highway to Adelaide, Stawell has a population of approximately 6,000 people and is close to the world-renowned Grampians National Park.
Our school benefits from very strong connections to its community and works closely with its nine feeder primary schools, health agencies and other community services.
Stawell Secondary College provides a comprehensive curriculum with a range of pathways to meet the interests and needs of its 330 students.
Year 7 and 8 students study a comprehensive program based on the Victorian Curriculum; Years 9 to 10 enable increasing choice of subjects as student progress through the school or enrol from elsewhere.
Years 11 and 12 pathways are tailored to student needs, via the Victorian Certificate of Education.
Stawell Secondary College is particularly proud of its Chinese Language program and the links it provides to our primary schools in their delivery of a Chinese language programs.
We are actively involved in the Victorian Young Leaders to China (VLYC) program and participate in numerous state-wide competitions.
We are very proud of the numerous successful trips to China for our students including in **** and again in ****.
We are now preparing another trip to China at the end of Term ****** for another 20 students.
Sport, music and various forms of competition are offered within the curriculum and can also be pursued as extra-curricular activities.
Individuals and teams compete in a range of sports to state level, and our school band and ensembles perform for entertainment in the community.
Instrumental music tuition is encouraged and can lead to a number of music certificates.
Progressive recruitment of graduates has enabled the College to develop a balance between new and experienced teachers promoting a culture of positive mentoring relationships and the infusion of new ideas.
Stawell Secondary College provides real opportunities for staff to play a leading role in school improvement.
The College has recently reached the end of a $13 million building and renovation program.
We now have rejuvenated facilities and grounds that our school community are immensely proud of.
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);
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.
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 adaptable 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 Secure Standards
Victorian government schools are child secure 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:
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
This position has been advertised as part of the
Regional Relocation Incentives (RRI)
and includes retention payments.
Payments are only applicable and payable if the successful candidate meets the candidate eligibility criteria.
Payments and support on offer
(subject tocandidate eligibility criteria, see below):
Reimbursement of relocation expenses (up to
$5,000
) and support to identify suitable housing.
$10,000
(before-tax) retention payments (pro-rata for positions less than full-time), at the conclusion of the second, third and fourth years of employment, for a total of up to $30,000 (before-tax).
Each retention payment is subject to successful completion of employment milestones.
RRI candidate eligibility criteria:
The successful candidate must be a new employee to this school.
The successful candidate must remain employed at this school for 2 years to receive their initial retention payment, and remain for subsequent years for the third-year and fourth-year payments.
For further information onAustralian Bureau of Statistics, ASGS Edition 3 Remoteness Areasarea classifications, or to review a particular school or ordinary place of residence address, refer toABS Maps , via Australian Bureau of Statistics (select filter '**** Remoteness Area').
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 ****, 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 **** 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 17 September **** at *****pm
#J-*****-Ljbffr

📌 Leading Teacher - Sub School Leader (Rri 096) (Victoria)
🏢 Department of Education & Training, Victoria
📍 Victoria