Head Of Senior School

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 collaborative 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 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 prioritiesLeading 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.
EEO AND OHS Commitment 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 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: Responsibilities of all members of the Leadership Team at the College:To be an exemplary classroom teacherTo provide instructional leadership in the relevant PLT and across the schoolTo undertake ongoing professional learning including professional readingTo be an educational leader implementing the Strategic Plan and the Annual Implementation PlanTo provide high level leadership within the school Leadership teamTo develop teaching and learning programs in conjunction with all Leading Teachers which enable students to undertake collaborative inquiry based learning.To create and maintain an environment within the school which is learner centred and which caters for individual differences in learning and abilitiesTo provide high level leadership in the effective and efficient development and delivery of sub-school s curriculum and co-curricular programs Specific responsibilities of the position:To provide high level leadership of the sub-school team through the development of leadership skills in all team membersTo provide high level leadership of the Sub-school by being responsible for supporting sub-school team members in matters regarding student progress, wellbeing and disciplineTo provide high level leadership through supporting the team when team members are absentTo liaise with PLT Leaders in the development of programs and in responding to concerns raised regarding matters relevant to the sub-school, including curriculum and classroom issuesTo respond pro-actively to concerns raised by parents and studentsTo develop IEPs for individual students as requiredTo lead, in conjunction with the relevant assistant principal, the program for PSD funded students including SSGs, timetables and integration staff and the monitoring of student progressTo work with the Assistant Principal responsible for the Senior School in the implementation of the International Student ProgramTo work with the student wellbeing/school psychologist to ensure that student wellbeing needs are addressedTo convene and conduct regular meetings of the sub-school team, staff and studentsTo develop and implement strategies for fostering positive staff, student and parent relationships consistent with College and DE polices and guidelinesTo promote and publicise sub-school achievements through the newsletter each fortnightTo develop, implement and evaluate effective and appropriate transition programsTo work with the Careers Co-ordinator in providing advice and pathways for senior studentsTo ensure that College processes regarding enrolment and exits are adhered to effectively and efficientlyTo develop clear processes and protocols for ensuring that all VCAA requirements are known and followed by all staff, students and parentsTo ensure that relevant parents and student forums and information sessions are organised and publicisedTo liaise with the Assistant Principal responsible for the Senior School as necessary and appropriateTo develop a budget for the program areas and effectively manage the resources allocated .
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