MBM-452 Leading Teacher DIRECTOR OF LITERACY/NUMERACY (DATA LITERACY) (Re-advertised after a NO APPOINTMENT)

MBM-452 Leading Teacher DIRECTOR OF LITERACY/NUMERACY (DATA LITERACY) (Re-advertised after a NO APPOINTMENT)

14 Sep
|
Victorian Government
|
Melbourne

14 Sep

Victorian Government

Melbourne

Melbourne VIC

Reference: 1165327


Location Profile


Cheltenham Secondary College is well reflected in the statement: "Tradition and Excellence in a Caring, Disciplined Environment"

Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 co-educational college of approximately 950 students. The college motto is 'Health and Learning'. The college is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens of Australia and the World.

The college values personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together),

experiential learning and e-learning.

The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by several forms of public transport, including bus services and the Cheltenham and Moorabbin railway stations.

Many enrolments are from outside the College's designated zone. During the last few years, student enrolments have stabilised at about 950. Enrolments also include a cohort of overseas fee paying students thus adding further to the multicultural nature of the college. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation (SFO) Index is reducing slightly.

Cheltenham Secondary College has a dedicated, well-qualified staff who are committed to the best outcomes for students and who support the ethos of the College. There is low turnover of staff.

Students are grouped horizontally in year levels and managed in three sub-schools (Year 7, Years 8 & 9, Years 10-12). The College maintains traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure. It provides a common and comprehensive program to Middle School students, who are assisted by trained Peer Support Leaders, student coaches and a welcoming community. Cross and co-curricular activities are part of the Middle Years program. The Middle School program continues to provide students with a common core while allowing them to begin specialisation in their chosen areas, leading to their final choices of a senior school program that provides them with their academic, vocational and traineeship post-secondary needs. Years 10 and 11 students undertake work placement. Some students participate in Vocational Education and Training (VETis), in University Enhancement programs and a significant number of students study a Language other than English (LOTE) outside normal school hours with external providers. The Year 12 pass rate is very high and the vast majority of students go on to tertiary study. The school also runs an Intermediate and a Senior VCAL program. Some students take up apprenticeships and traineeships or transfer to a senior campus college after Year 10.

Cheltenham provides students with many opportunities to develop their talents outside of the classroom. An extensive co-curricular activities program exists.

The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council and an invaluable peer support program.

A sister school exchange exists which expands the opportunities for students; this is an interstate exchange which focuses on competitive and co-operative programs in sport, culture and the arts.

The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees and the Parents and Friends Association. The College has strategic links with the City of Kingston, Kingston and Districts Netball Association, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.

COLLEGE VISION AND VALUES

The college’s values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do.

Cheltenham Secondary College provides a balanced and relevant education in an encouraging and nurturing way.

This is presented in a helpful, friendly and safe environment, with staff being approachable and receptive.

The College develops an environment which promotes responsible personal values, a respect for the law, school rules and school and personal property.

As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.

Development of personal excellence and willingness to participate is encouraged and acknowledged.

The College fosters a sense of pride in self and Cheltenham Secondary College and a willingness to excel.


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


LEADERSHIP TEAM
POSITION DESCRIPTION

The following principles provide the basis for working productively at Cheltenham Secondary College. The principles apply to all staff and in everything that we do to support each other, students, parents and our community.
We strive to always:

Deliver quality results: Continuously improving and innovating to deliver the best outcomes.
Work collaboratively: Co-operating and sharing expertise, and actively nurturing positive working relationships.
Behave ethically: Acting in line with the principles, values and standards of DET.
Respect and value others: Interacting in a sensitive way, considering others’ diverse backgrounds and experiences and valuing their contributions. Act with kindness.
Develop self and others: Learning, and enabling others to learn, grow and lead.

LEADING TEACHER RESPONSIBILITIES

EDUCATIONAL LEADERSHIP

Leading Teachers at Cheltenham Secondary College are members of the Leadership Team, working with the Principal Class team in a specific role to ensure policies and programs are implemented by all staff to maximise student learning. They must have the capacity to work co-operatively in a complex, busy, high performance environment and be able to bring a whole school perspective to their work. They are ethical leaders who are able to engage with all community members exhibiting kindness, care and empathy.

Leading teachers are expected to demonstrate exemplary values and attitudes appropriate to responsible professional practice as highlighted in the professional standards for Leading Teachers and a demonstrated commitment to the college Strategic Plan.


Responsibilities


LEADING TEACHER
Educational Leadership
DIRECTOR OF LITERACY / NUMERACY (DATA LITERACY)

The Director of Literacy / Numeracy (Data Literacy) is responsible for implementing and managing both innovative and practical programs across the college and takes responsibility for ensuring appropriate pedagogical procedures are embedded into the professional practices of all teachers.

The Director of Literacy / Numeracy (Data Literacy) is responsible for leading the developing of the Annual Implementation Plan and leading the development of the Strategic Planning Process. They will play a major role in identifying and leading appropriate professional learning needs of teachers which will assist them in delivering high level pedagogical strategies in the delivery of their teaching which take account of current education research. They will have proven expertise as a leader in pedagogy that embraces the Principles of Learning and Teaching, have high-level knowledge of using data with precision and evidence-based research to drive change.

They will be responsible for ensuring that provision of a personalised learning focus is at the core of teaching and learning at the college. They will provide an umbrella structure to support the professional learning staff with the responsibility of being visionary in their leadership of the use of analysis of data to inform practise with a focus on Literacy, Numeracy & Data Literacy across the college.

They will provide educational leadership in the development, co-ordination and implementation of the professional learning which embrace policy set by the DET and School Council. They will be expected to be fully informed about current trends and developments to support the pedagogical needs of teachers to support any e-learning issues, and to make a significant contribution to policy development and implementation relating to teaching and learning. They should have proven ability to lead others to make recommendations regarding changes to organisational practices and develop school policies to support this.

The Director of Literacy & Numeracy should have the ability to build and maintain effective teams and develop co-operative working relationships which promote excellence in teaching and learning. They should have a commitment and capacity to contribute actively to a broad range of school activities as a member of the school team. It is expected that They can articulate educational issues and perspectives in communication with colleagues and others and is able to gain strong community support and lead staff in achieving school goals. They must show strong commitment to ongoing personal professional growth.

The Director of Literacy & Numeracy will be responsible for the effective leadership and management of the use of data and evidence that informs practise and drives professional learning needs of teachers. They will work with both individuals and teams of teacher to explore data sets within the school and undertake other negotiated responsibilities as part of the school’s leadership team, including membership of the Leadership Team and Curriculum Committee.

Staff Leadership

- Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, collegial interaction and critical reflection on practice, feedback and data.

- Liaise with the Director of Curriculum and the Assistant Principal
- Oversee the work of the Pre-Service Teacher co-ordinator
- Take an active role in school improvement through participation in the Leadership Team and the Curriculum Committee.
- Support the Assistant Principals in delivery a Performance & Development Culture


Curriculum Leadership

- Model excellence in strategic data analysis of all data sets including NAPLAN, VCE, and Student Attitude to School Survey, Staff and Parent Opinion Surveys and be able to articulate this at both a theoretical and practical level for staff. Work with discreet groups of staff (eg VCE teachers to unpack data and respond to student and staff needs).
- As leader work to identify curriculum development needs, pedagogical issues and assessment strategies pertinent to the needs of students, with particular reference to the Literacy & Numeracy needs of our students.
- Provide leadership in the development of strategies to meet the needs of enrichment, enhancement and transition.
- Assist the development of peer observations, Learning Walks and Instructional Rounds.
- Develop an understanding amongst staff of Pedagogical Content Knowledge (PCK) , Pedagogical Knowledge (PK) and Content Knowledge (CK).
- Ensure teachers are equipped to support the literacy & numeracy needs of our students.


Performance and Development Culture

- Support the Assistant Principal in the delivery of an Induction Program for all new staff members
- Manage development, implementation and monitoring of the school’s professional learning plan
- Manage Peer Observation, Learning Walks and Instructional Rounds
- Provide advice to staff in relation to their roles and responsibilities, particularly in relation to teaching, learning and literacy & numeracy strategies
- Support graduate teachers in meeting VIT registration requirements and ensure provision of teacher mentoring for graduate staff
- Support and promote the wellbeing of staff
- Lead and support the development and implementation of the Strategic Plan, Annual Implementation Plan with the Principal and School Improvement Team (SIT) (Principal, Assistant Principals, Director of Curriculum, Director of Literacy / Numeracy and Director of e Learning)


Resource Management

- Oversee the preparation and management of a Professional Learning program budget which ensures appropriate resources are available to support the whole school.

Time Allowance

- 8 periods per cycle


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.


EEO AND OHS Commitment


The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.


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 safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx


DET Values


The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx


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1137 jobs are currently listed for Schools (Government)

Job type:

Full time / 28/01/2020 - 27/01/2023

Job classification:

Leading Teacher Range 3

Contact:

Karl Russell 03 9555 5955

The original job offer can be found in Kit Job:
https://www.kitjobau.com/job/4868915/mbm-452-leading-teacher-director-literacy-numeracy-data-literacy-re-advertised-after-appointment-melbourne/?utm_source=html

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