Teacher Learning Leader Math/science Rg3

Location: Melbourne | Cranbourne

Job type: Full time / From 28/01/2025 - 25/01/2027

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Teacher

Reference: 1436738

**Selection Criteria**:
**SC1** Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

**SC2** Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

**SC5** Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

**Role**:
**Leading Learning, Engagement and Wellbeing Priorities**:

- As a member of the Teaching and Learning Team, collaboratively lead the following whole school priorities across the college and within the allocated learning areas:

- Curriculum architecture (based on a backwards design model)
- LSC Instructional Model (LEARN)
- Literacy and numeracy across the curriculum (including whole school Literacy and Numeracy plans)
- Learning walks and observations
- Lead the implementation of collection, analysis and use of data to inform practice in the classroom
- Lead the implementation of Professional Learning Communities (PLCs) within the allocated learning areas focused on improving curriculum and pedagogical practice
- Lead the implementation of assessment and reporting within learning areas in line with college-wide assessment and reporting processes, practices and timelines

**Leading Students**:

- Establish opportunities for students to have a voice in shaping the curriculum to be offered at LSC, including opportunities to work with staff to design and give feedback on curriculum
- Build a shared and common understanding with students about the teaching and learning practices implemented at LSC, including the curriculum architecture and instructional model
- Support the facilitation of whole school assessment and testing sessions for students (e.g. NAPLAN, PAT, REVEAL), including facilitation of student assemblies and information sessions as required
- Establish opportunities for student leaders to participate in, and lead professional learning for staff alongside the LT Student Voice/Agency and House Culture

**Leading Staff**:

- Lead the implementation of a guaranteed and viable curriculum within the allocated learning areas, including the development, implementation and ongoing refinement of Curriculum Maps, Common Assessment Tasks (CATs), Instructional Rubrics and Learning Sequences
- Collaboratively plan and implement professional learning related to the Learning priority of the AIP
- Build the capacity of PLC leaders in allocated learning areas to implement the PLC cycle alongside high-quality collaboration sessions between staff, with a particular focus on:

- Using student learning, engagement, and wellbeing data to plan for learning
- Reviewing curriculum maps, CATs and rubrics
- Designing learning programs based on the Victorian Curriculum that engage, challenge and support
- Development of high-quality assessment, including regular formative assessment
- Moderation practices to assess impact of teaching and inform future instruction
- Ensure consistency within and across all learning areas on the implementation of assessment and reporting, including the consistent use of Compass Learning Tasks and school-determined reporting structures
- Build staff understanding of curriculum design and implementation within the allocated learning areas, including the building of curriculum expertise and high-quality pedagogical strategies
- Build common, high-quality pedagogical practices within and across learning areas through regular professional learning, including a focus on the HITS as well as school-identified priority areas

**Leading Community**:

- Oversee the agenda and communications regarding whole school curriculum days focused on learning
- Promote teaching and learning opportunities and experiences through communication channels

**Managerial Leadership**:

- Support the collection, analysis, summarising and presenting of relevant