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.
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.
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.
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
Leading Teacher: VCE Curriculum
Position Description
The Leading Teacher VCE Curriculum is responsible for overseeing the effective implementation and management of the VCE program. This role requires collaboration with teaching staff, students, and parents to ensure that students are supported throughout their VCE journey. The Leading Teacher for VCE Curriculum will work to uphold the high academic standards and values of the school while ensuring compliance with the guidelines set out by the Victorian Curriculum and Assessment Authority (VCAA).
This involves:
-
Oversee the development, implementation, and review of the VCE program to ensure alignment with VCAA requirements.
-
Liaise with teachers to ensure that VCE curriculum delivery is consistent and effective across all subjects.
-
Monitor and act upon student data to support and improve student learning and outcomes.
-
Coordinate the delivery of assessments including school based examinations and VCE School Assessed Coursework (SAC) assessments.
-
Any other duties as directed by the principal
The Leading Teacher VCE Curriculum reports directly to the Teaching and Learning Assistant Principal and Principal.
Student Focused Outcomes-
Provide academic support to VCE student to assist them in navigating the VCE program throughout Years 10-12
-
Monitor student progress and intervene as necessary to provide support to help improve their outcomes. This can involve coordinating with sub school and meeting with students, parents and guardians.
-
Work closely with the Wellbeing Coordinator, VCE Administrator, Inclusion team and other staff to ensure a holistic approach to student outcomes.
Leadership Outcomes
Organisation Outcomes-
Manage the scheduling of VCE SACs, and other assessments.
-
Manage the supervision and compliance of VCAA guidelines when administering Unit 3&4 SAC resits
-
Maintain accurate records of student progress and achievement throughout the VCE program.
-
Provide advice and recommendations to the leadership team regarding VCE matters, including student outcomes, curriculum review, and improvement initiatives.
-
Act as a key point of contact with VCAA for all VCE-related matters.
-
Ensure that all VCE-related paperwork and compliance documentation is accurately completed and submitted within the required deadlines.
-
Liaise with external providers and institutions regarding VCE student opportunities such as HeadStart
-
Attend external professional development sessions regarding VCE
-
Oversee the VASS results and analysis of these results
COMMUNITY OUTCOMES-
Assist in the promotion of our VCE program and student outcomes to the greater community.
-
Coordinate and deliver VCE information sessions and workshops for students, parents/guardians, and staff to foster understanding of VCE requirements and pathways.
This role and role description may change across the tenure of the position depending on the needs of the school¿s Strategic plan and Annual Implementation Plan.
-
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:
-
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).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Hallam Secondary College is in Southeast Melbourne on the lands of the Bunurong. Learning communities have flourished on this land for more than 30,000 years. The current College has been on this site since 1971 and has gone through exciting change.
Over the past 4 years;
-
HSC reorganised and expanded to cater for growing demand in south-east Melbourne and give families certainty they will have a quality local school for their entire secondary schooling journey.
-
The school progressively moved from a Year 10-12 to a Year 7-12 school allowing it to increase enrolments.
-
The current strengths at senior level in vocational education and its Sports Academy have been supplemented by a broader offering of VCE subjects for its growing student cohort.
Our Vision and Mission is to create a school that;
-
Is a true learning community
-
Is a safe, calm and happy environment
-
Is a place students wish to attend, staff want to work and parents feel welcome
-
fulfills student potential, and
-
prepares students for life beyond school
Our current enrolment sits at over 800 students with an SFOE of 0.56. We primarily enrol students from the Hallam, Eumemmerring and Doveton suburbs with many senior students travelling in from further afield.
We are a medium sized College serving a culturally, ethnically and socially diverse community. Our size enables us to know every student and offer a range of programs that are more commonly found in a large school.
Our new strategic plan 2027 ¿ 2030 has set the goals of:
-
Maximise each students achievement and learning growth, and
-
Maximise each students wellbeing and engagement in learning
Our Values of Achievement, Care and Equity underpin all our work.
Our curriculum programs privilege Literacy, Numeracy and Health. Our curriculum structure is aligned with our Vision and Mission and has an unswerving focus on learning skills underpinned by the Victorian Curriculum in Years 7 to 10. Our senior students can access a wide range of VCE and Applied Learning Programs including University enrichment courses and HeadStart as part of a three-year pathway to success.
Our Sports Academy program is well recognised across the state as leaders in some sports. We have a high level of success particularly in our Rugby League girls and boys program and have recently introduced Soccer to the Academy. Netball, AFLW, AFLW and Basketball are also feature sports in the program.
As one of the largest school-based Registered Training Organisations in Victoria our senior students can access the Hallam Valley Trade Training Centre which provides a wide range of applied learning courses on site.
Our evidence-based approach to learning and teaching is underpinned by evidence and closely linked to the Victorian Teaching and Learning Model 2.0 and we value and balance both Wellbeing and Learning as the core of our work aligned to FISO 2.0. Our balanced pedagogical approach draws on Responsive Teaching, Inclusive Classroom Practices and the Berry Street Education Model as the stable base for high quality practice across the school. We use a collaborative approach to planning and a regular assessment check in to both summative and formatively assess our students learning and what the next steps will be. Professional growth is facilitated through Professional Learning Communities, Instructional Coaching and sharing practice through reciprocal classroom visits.
Our work with students is framed by the Response to Intervention model. The College delivers intervention and extension classes in English and Mathematics for students who require Tier 2 and 3 support. Additional Tier 2 supports include a range of performance and arts-based programs, and programs that support diversity and inclusion.
The College is committed to developing happy, healthy and resilient learners and we have invested significantly in allied health expertise and a range of specialist intervention programs underpinned by the Berry Street Education Model, Rights, Resilience and Respectful Relationships and School Wide Positive Behaviour Support practices.
Our School Improvement Team consists of:
Leading Teachers:
7-10 Curriculum Leading Teacher
VCE curriculum Leading Teacher
Applied Learning Leading Teacher
Junior Sub-school Leader ¿ Year 7 and 8
Middle Sub-School Leader ¿ Year 9 and 10
Senior Sub-School Leader ¿ Year 11 and 12
Inclusion Leading Teacher
Learning Specialists:
Instructional practice Coach - BSEM
Instructional Practice Coach ¿ VTLM 2.0
Instructional Practice Coach ¿ Learning focused feedback and Whole School Literacy
Instructional Practice Coach ¿ Whole School Data and Numeracy Implementation
Instructional Practice Coach ¿ Disability Inclusion
Our leadership team works collaboratively across 2 executive teams that take responsibility for the Annual Implementation Plan.
