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.
The Leading Teacher ¿ Performance and Development is responsible for leading a culture of continuous improvement by strengthening staff capability through professional learning, performance and development, and effective induction practices.
The role provides strategic leadership for staff induction, professional learning, mentoring and teacher registration processes, ensuring staff are supported to meet professional standards and develop their practice.
Working collaboratively with the Principal Class and Leadership Team, the Leading Teacher drives initiatives that build instructional and leadership capacity and ensures professional learning is aligned to individual growth, College priorities and Department of Education requirements.
Professional Learning and Performance-
Lead the strategic planning, implementation and evaluation of professional learning and pedagogy across the College, aligned to the Strategic Plan, Annual Implementation Plan and College priorities.
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Lead the induction program for new and returning staff, ensuring a consistent and high-quality transition into the College and consistency in Sunbury Downs College teacher practices and pedagogy.
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Ensure compliance with Department and College professional learning requirements, including mandatory training and accreditation requirements.
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Support staff to achieve professional growth through the Professional Performance and Development process, including meeting accreditation and registration requirements.
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Monitor and evaluate the impact of professional learning and staff development initiatives using evidence to inform future planning and continuous improvement.
Early Career Teacher Development-
Lead the induction, mentoring and professional learning program for graduate and early career teachers
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Oversee mentoring structures for graduate, provisionally registered and Permission to Teach teachers, including allocating mentors in consultation with the Assistant Principal.
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Meet regularly with early career teachers and mentors to monitor progress, identify support needs and strengthen mentoring practices
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Provide guidance and support for teachers seeking full VIT registration, including coordinating inquiry processes and VIT recommendation panels.
Teacher Education Partnerships-
Lead the College's pre-service teacher program, including partnerships with universities and Initial Teacher Education providers.
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Coordinate high-quality placement experiences, mentoring arrangements and supervision structures for pre-service teachers.
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Coordinate Permission to Teach programs, including liaison with universities, Teach For Australia, VIT and the Department, and support mentor teachers throughout placements.
Leadership Development-
Coordinate leadership development opportunities for middle leaders, including co-designing professional learning to strengthen instructional and organisational leadership.
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Develop leadership capability across teaching teams through coaching, mentoring and targeted professional learning.
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As a member of the Leadership Team, lead the implementation, monitoring and evaluation of whole-school improvement initiatives aligned to the Strategic Plan, Annual Implementation Plan and College priorities and other duties as determined by the principal.
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via
[email protected]
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.
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
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
Reports to Assistant Principal for Curriculum
Teams responsible for:
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Graduate Teachers
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New Staff
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Provisionally Registered Teachers (VIT)
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Pre-Service Teachers
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Mentor Teachers
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Domain Leaders
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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
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Sunbury Downs College is a vibrant Year 7 to 12 co-educational secondary college situated in the semi-rural town of Sunbury. Our College is an inclusive school offering a wide range of programs that cater for all students.
We have a strong emphasis on developing individual student wellbeing and positive interpersonal relationships. Students are at the centre of our teaching and learning, always.
Our curriculum provides a comprehensive teaching and learning program for students in core subjects: English, Mathematics, Science, Humanities, Health and Physical Education, Arts, Technology and Languages (Italian). We offer a range of VCE subjects including the VCE Vocational Major program in Years 11-12 which caters for students with an interest and passion for applied learning. We have a reputation for helping students achieve outstanding VCE results, further reinforcing to our students the school motto 'Confidence to Achieve'.
Sunbury Downs College is the only secondary school in the area that offers an Accelerated Curriculum and Enrichment (ACE) program, extending students through a challenging curriculum including early commencement of VCE. The ACE program is a select entry course with enrolment from the feeder primary schools for students in Years 7-9. New enrolments are welcome to make enquiries about the suitability of this program for their children. We also offer a Scholars program for students in Years 10 and 11 to provide students with a range of opportunities in the Senior Years.
Our College is an accredited International Student Program provider. This program has enabled the College to work closely with the Department of Education and the local community to engage in cultural immersion and promote diversity. The College has students and families from 45 different nationalities enrolled at our school, supporting a culturally and linguistically diverse learning environment.
Sunbury Downs College offers a wide range of inclusive activities and programs which cater to all students. Some of these include Debating and Public Speaking, Maths Club, STEM/Robotics and Drama Club. We have a well-established Student Voice program and passionate Captaincy team offering students the opportunity to develop leadership skills and contribute to our school in a positive and valuable way. Our College has a House and Sports program with whole school carnivals for Athletics and Swimming, and there are also Year Level and specialised camps and excursions. We offer instrumental music tuition and present a highly acclaimed musical production, enabling students to excel in the Performing Arts in an environment that fosters participation, responsibility and teamwork outside the classroom.
Sunbury Downs College is proud of the work and support provided to students and the wider Sunbury Downs College community by our wellbeing team, learning support team and Careers Coordinators. Wellbeing programs complement the teaching and learning and extracurricular program of the College as we work together to prepare young people to become lifelong learners. Learning Support focuses on assisting students with additional needs while the Careers Coordinators provide valuable advice as students successfully pathway into university, TAFE and the workforce.
Sunbury Downs College currently has a leadership profile consisting of Principal, 3 Assistant Principals, 8 Leading Teachers and 3 Learning Specialists which is being expanded. There are approximately 70 Classroom Teachers, 5 Paraprofessionals and 38 Education Support staff.
Our College values of Respect, Resilience, Ambition and Community are embedded within our teaching and learning practice. These core values support a culture of participation and excellence based on the development of positive relationships and personal growth by all community members.
