2d ago , from Department of Education & Training Victoria

The Victorian School of Languages (VSL) is a government school with a strong history of commitment to the provision of language programs for students in Years Foundation to Year 12 who do not have access to the study of those languages in their mainstream schools. The school`s language program is delivered through face-to-face teaching in language Centres across the state and through Distance Education mode. The school had its beginnings in 1935 when it started Saturday classes at MacRobertson Girls` High School for pupils who desired to learn modern languages. The first classes offered were in Italian and Japanese. Currently the VSL offers over 40 languages and EAL around Victoria to 13,000 students in face-to-face classes and 1400 students in distance education.

The VSL is a state wide provider of languages and provides language education across all three educational sectors (government, independent and catholic).
There are multiple campuses across Victoria in both metropolitan and country areas.
High level management is required to achieve consistent outcomes.
In addition to the face to face classes and distance education provision, the school also offers EAL virtually for students located in rural and remote areas.

The role of Area Manager for the Victorian School of Languages is a unique one and entails the management of a number of centres clustered in geographical areas to deliver languages curriculum to students from Foundation-Year 12. Language classes are provided where students cannot access their language of choice at their home school. Classes are conducted face to face, and the school typically enrols over 17,000 students.



The Area Manager oversees all aspects of delivery, including the employment of casual sessional staff, both teaching and administrative. Area Managers work from Tuesday to Saturday during term time. The office location for East 2 area is at Glen Waverley Secondary College. Area Managers will also attend the VSL head office in Collingwood for weekly meetings.

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 cooperative 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 Teacher Range 3 (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne