Educational Leadership

Educational Leadership - Careers Education Curriculum

Elisabeth Murdoch College (EMC) is a coeducational secondary college, 7-12, located in the southeastern suburb of Langwarrin with a current student population of 1620. We care about developing each of our students as a whole child. We build relationships and offer opportunities that position students for their pathway to success.

Our key priority areas are Literacy, Student Engagement in Learning, and Community Engagement. The College has an instructional model that guides teaching and learning for staff and students. The model provides flexibility to incorporate current department initiatives. We have a strong focus on literacy through the 3L Literacy for Learning framework, along with school wide Positive Behaviours.

The College adopts evidence-based strategies to support student/'s social and emotional learning. We offer a learning environment where all students can achieve their best and be positioned for a positive pathway. Respect, Empowerment, Aspiration, Courage, and Honesty are the core values that guide our work. We set high expectations for all students in all aspects of school life.

Elisabeth Murdoch College leads and implements initiatives and strategies to support the wellbeing of students, staff and the wider community. EMC is a lead school for the Department of Education Respectful Relationships initiative. We also have a newly established Inclusive Education team supporting students with additional needs including the new Tier 2 disability inclusion approach and Disability Inclusion Profiles (formerly Program for Students with Disabilities). EMC drives reconciliation in education, and celebrates and supports our Aboriginal and Torres Strait Islander students through our endorsed Reconciliation Action Plan. We are proud to work in partnership with the local Aboriginal and Torres Strait Islander community to support students building strength in cultural identity in engagement activities across the College.

Elisabeth Murdoch College, Langwarrin Primary School, Langwarrin Park Primary School, and Woodlands Primary School have partnered to create the THRIVE positive education network. Together we are using best practice teaching and the science of positive psychology to help every member of our school community to THRIVE.

Elisabeth Murdoch College is proud to offer a diverse set of pathways to cater to every aspiration. We strive to meet the learning needs and passions of every student, while also creating a supportive environment with opportunities for students to develop an individual sense of self and belonging to the community.

Our four Middle School Specialist Programs provide an insight into our unique approach to support students to transform their interests and passions into learning and career pathways in preparation for senior school. These programs are:

- Leaders in Sport - Strong leadership within the community
- The Murdoch Program - Providing strong academic pathways
- The Performing Arts Collective - Inspiring success through a passion to perform
- THRIVE Aspirant Leaders - Empowering students to become change makers

These four Specialist Programs extend our regular curriculum, creating an environment where students can challenge each other, take risks and develop the behaviours and leadership skills that will support their continued learning well beyond secondary school.

We also provide a vast curriculum that caters for the interests and abilities of a diverse range of learning styles and pathways including:

- Extensive VCE TP, VM, VPC and VET offerings
- School Based Apprenticeships with an extensive vocational program
- Many additional opportunities to be involved in further educational experiences, ie. sport, academic, performing arts and community partnerships
- Strong community links with the iCAN challenge and the Royal Children/'s Hospital, The Salvation Army, Monash University, Lifeblood and Cruden Farm
- EMC Combine - Basketball Academy in 2025

EMC College Vision & Values

Vision:

An inclusive environment that supports our community to realise their potential.

- Pathways for every aspiration
- Pathways to success

Purpose:

By creating curious and resilient learners who excel in a connected and global community.

Values:

- R each
- E mpowerment
- A spiration
- C ourage

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.

SC6 Demonstrated knowledge and understanding of the Child Safe Standards

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

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

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:

Core Role description and intention of the role:-

Lead a Careers Education program that supports students from Years 7 to 12 in their career exploration and development. Lead strategic and proactive planning dedicated to enhancing pathway success, engaging with systems and structures, managing data effectively, and collaborating with the community to create opportunities for students.

Role Responsibility:-

- Lead and support Careers Team including Careers strategic planning
- Use data to inform decision making (destination data, retention data, staying in education data)
- Continued documentation of portfolio (event planning, timelines and processes)
- Lead Middle School EMC Pathway Incursions/ Excursions/Events
- Lead implementation of My Career Insights
- Lead all elements related to Course Counselling
- Develop / manage the online platform for subject preference survey and final course selection.
- Liaise with parent community regarding key info and date
- Support Year 7 to 9 My Career Portfolio
- Supporting VTAC interviews
- Support SSGs to enhance Careers & Pathways Planning
- Attend FMPLLEN PPA meeting on behalf on the Careers Team
- Develop and manage relationship with external pathway providers e.g. Indi College
- Lead and actively contribute to a positive climate for learning and development where the College community demonstrates the highest levels of respect and inclusion for Aboriginal and Torres Strait Islander peoples, including implementing strategies to address the six self-determination in education reform areas
- Perform other duties as may be required by the Principal or Assistant Principals

Link to the SSP and AIP:-

- Embed a culture of high expectation across the whole college community.
- Implement a school-wide pedagogical approach to student goal setting
- Supporting Student Support Group Meetings
- Coaching approach, including leading PLC, participation in learning walks and using data with teachers to make informed decision and improvement
- Academic success (VCE)
- Support and implement SWPBS Strategies
- Developing and documentation of portfolio as an ongoing working document
- Engaging and networking with external providers
- Engage in the use of the Agile School Improvement framework
- Leader will engage in monthly pulse checks to review evidence of impact

Key skills and attributes of the leader:-

- Coaching approach to building teacher capacity
- Ability to build high performing mind sets and team culture
- Ability to build high performing teams and collect evidence that reflects endeavour
- Ability to build positive and effective relationships with the college community including
- Ability to effectively communicate and build connection with the College vision, values and strategic plan
- Highly developed listening skills, that reflect a growth mindset
- Be open to receiving challenging feedback and implementing this feedback to improve performance
- Be improvement focussed
- Ability to build effective relationships

Direct report:-

Assistant Principal

Highly Desirable:-

Graduate Certificate in Career Development Practice, or equivalent

Conditions of Employment

- 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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

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 2024, 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 2016 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).

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