Whole School Professional Growth Leader - Eltham High School

Location Profile

Eltham High School is a large secondary school on the urban rural fringe of north eastern Melbourne. The school's primary focus has always been to enhance student outcomes through the provision of high quality teaching and learning strategies.

Eltham High School is highly regarded as an educational institution. Its reputation as an outstanding academic school is well recognised within the community and education circles. The co curricular opportunities offered to our students across a range of areas including the performing and visual arts programs and the elite sports program are outstanding. Engagement with student leadership initiatives is sustained across all areas and levels of the school.

Further information is available at www.elthamhs.vic.edu.au

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

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);
• Teaching demonstration lessons;
• 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 (see Workplace 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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

DE Values

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Additional information available at - https://www.elthamhs.vic.edu.au/employment-opportunities/

It is imperative that this Job Description be read alongside the Eltham High School Educational Leadership Role Description.

A teaching method in English or Art would be advantageous, but not essential.

The Whole School Professional Growth Leader will have leadership responsibilities in the enhancement of teaching and learning across the school, aligned with the Eltham High School Principles of Teaching and Learning, the School¿s Instructional Model, the school¿s ARC (Action Research Communities) model, Core Values and the Deeds that Count. The focus of the role is the provision of outstanding leadership in student learning within the school. This will be achieved by ensuring that there is a whole-school approach to professional learning that aligns with the school¿s Performance and Development Culture.

In collaboration with other members of the School Leadership Team, the Whole School Professional Growth Leader will develop and manage a range of strategies in line with the School Strategic Plan. The successful applicant will be accountable to and report to the Assistant Principal (Building Practice Excellence) and ultimately to the Principal.

In addition to meeting the professional standards of a Leading Teacher the following areas of responsibility apply to this position.

1. In Collaboration with the Leadership Team and other relevant staff, develop and lead the implementation of a comprehensive and effective whole school approach to professional learning aligned with the school¿s Performance and Development Culture process and the School Strategic Plan.

• Development of a comprehensive and effective whole school approach to Professional Learning.
• An active responsibility toward the organisation and delivery of Professional Learning to build the school¿s capacity to drive change and enhance teacher improvement and student learning.
• Delivery and continuous review and enhancement of the school Induction Program for new and returning staff in line the strategic focus of the school.
• An active responsibility in supporting the Banyule-Nillumbik Schools Network professional learning strategy through such strategies as the implementation of the Professional Learning Smorgasbord.
• Development and leadership of a pre-service teacher program that builds the capacity of pre-service and supervising teachers.

2. To lead the Performance and Development Culture process across the school.

• Facilitation of targeted access to external professional learning opportunities for teams of staff and individuals in line with the School Professional Development Plan.
• The continued development and support of the school¿s Performance and Development Culture in alignment with the School Strategic Plan and DE guidelines.
• In collaboration with other members of the leadership team, lead and coach staff through a whole school approach to Learning Walks and Peer/Classroom Observation.

3. Implementation of the Professional Learning strategies as identified by the school and outlined in each subsequent year of the Annual Implementation Plan.

3.1 The school¿s ARC (Action Research Communities) model.

• Support for staff teams to use the ARC model to identify an area or need and experiment with ways to improve student outcomes.
• Development and leadership of processes, which support teachers to collect, analyse and reflect on data in relation to classroom practice.

3.2 The school¿s Instructional model.

• Implementation of the school¿s Instructional model.
• Assist school leaders to support teachers to share effective teaching strategies and focus on improving teacher practice.

3.3 The school¿s approach to teacher collaboration using Microsoft Teams

• Development and implementation of a school-wide approach to using Microsoft Teams for collaboration and planning.
• Assist school leaders to support teachers to share effective strategies to ensure all staff are continuing to develop their IT skills.

4. Participate in personal professional learning and share this through their role in the school.

• Participate in professional learning programs provided by the school, the Region, the Department and other providers.
• Facilitate and support provisionally registered teachers to achieve full registration with the VIT.
• Actively participate in professional networks.
• Build own teaching knowledge and skills on an ongoing basis.
• Facilitate the support of individual staff through the Performance and Development Process.
• Have a responsibility as a leading teacher to the training and development of the next generation of teachers and in so doing will supervise pre-service teachers (from appropriate curriculum backgrounds) in our care.

5. Undertake other duties as required by the Principal.

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.