Leading Teacher Range 3

2 months ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Western Metropolitan

Job type: Full time / From 28/01/2025 - 27/01/2027

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1443267

**Location Profile**:
Tarneit Rise Primary School is a strong, inclusive community that proudly celebrates our diversity and multiculturalism, and we are recruiting

Our facilities are state of the art, our children are gorgeous, our curriculum is rigorous, and our leadership is strong. We are not looking for teachers who know everything; we are looking for reflective practitioners (of any level of experiences) who are curious about their practice and who want to make a difference in the world. Instructional coaching is offered to all new staff. As a school we are committed to building teacher capacity because we know the positive effect this has on teachers and their children. We think it¿s impossible not to leave our school so very much better than when first arriving.

The school attracts and retains a dynamic, caring, and innovative staff who work hard to provide a range of high-quality learning opportunities to stimulate and challenge each child. This is done within a collaborative culture, creating a strong sense of community spirit and high expectations.

Our children are highly aspirational, and respectful, consistently display positive attitudes and are committed to learning. This positive and respectful school culture fosters academic excellence and personal growth, making our school a wonderful place to teach and learn.

The school is recognised for its High Ability program and inclusive teaching practices.

Teaching is designed using educational research and cognitive science. At Tarneit Rise Primary School we ensure our students achieve maximal time on task and we maximise what we do with that time. We build a reading brain in each student through explicit direct instruction, repetition, teacher fidelity, and time on task. We know teaching reading is not just about phonics but is underpinned by phonics and phonological awareness, reading fluency, vocabulary and comprehension and our curriculum is organised so students can develop fluency in all components. We know instructional routines matter, so we ensure to teach first, reduce cognitive load, provide opportunities for students to practice more, and teach more in less time. As educators we know knowledge held in long-term memory is active and can be flexibly and effortless applied to a range of situations. Knowledge is what you think _with. _Because of this TRPS has committed to a knowledge-rich curriculum in which foundational, enabling and problem-solving knowledge is strategically developed as students pass through each stage of their education. Committed to evidence-based decision making, TRPS draws on the research of Barack Rosenshine, to design and map the curriculum, select effective instructional strategies and structure lessons. Explicit teaching, delivery of new material in small steps, guided practice and teacher modelling, questioning, and review and retrieval practice are whole-school agreed strategies that support children make progress in their learning.

Our community works together to ensure every child has a positive, happy, and rewarding school experience. Families and teachers are genuine partners in the learning process, ensuring our children strive to achieve their personal best and show kindness towards others.

**Selection Criteria**:
SC1 Demonstrated capacity for visionary and proactive educational leadership, including a proven ability to respond to emerging educational initiatives that will lead to change in teacher practice and improve student learning outcomes.

SC2 A demonstrated commitment to ongoing professional learning for self and others to enable further development of teachers with a range of experience and expertise through 1-1 coaching and coaching of PLCs.

SC3 Demonstrated capacity to analyse and interpret a range of data to lead and support others in the delivery of high quality teaching and learning programs resulting in improved student learning outcomes.

SC4 Demonstrated ability to support teachers and PLCs to evaluate the impact of learning and teaching programs on student learning growth. Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to identified student learning needs.

SC5 Demonstrated high level written and verbal communication skills, and exemplary leadership and interpersonal skills, including a proven ability to develop and lead constructive relationships with students, parents and other staff and an ability to effectively manage change.

**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 scho

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