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.
SC6 Demonstrated knowledge of and an ability to lead excellence in Mathematics and Numeracy.
Leading Teacher
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.
Duties of the role include but not limited to:
- To lead and develop innovations within Mathematics and Numeracy to improve outcomes for students from Years 7-12
- To provide expert advice about the content, processes and strategies that will shape individual and school professional learning within these disciplines.
- To lead the Mathematics Teams and work closely with the learning area assistants to ensure effective meeting agendas and opportunities for collaboration.
- Support a school wide approach to Multi-Tiered System of Supports and ensure that data based decision on student progress is occurring in Mathematics.
- Develop and implement a whole school approach to Numeracy across the learning areas and to work with relevant staff to lead and facilitate its implementation and to prepare an annual budget for its delivery.
- To lead and model whole school improvements in critical thinking, problem solving and creativity for students.
- To lead the capacity building of staff around Responsive Teaching, the VTLM2.0 and PCMS.
- To provide evidence-based feedback to teaching staff to inform their effectiveness and development through mentoring staff as part of the school¿s observational model.
- To ensure relevant curriculum documentation is prepared and made available to staff, students and parents.
- To work with the Laboratory Technicians to ensure that the science programs are delivered effectively and comply with the OHS regulations and DE policy.
- To work closely with other the school leadership to monitor the curriculum, unit planners, assessment strategies and associated professional learning are implemented.
- Contribute positively to the Leadership and School Improvement Team (LSIT)
- To undertake and conduct performance and development reviews
- Promote Numeracy within the school community and beyond and fostering partnerships.
- To actively contribute to the Mentor Program.
- Induction of new staff.
- Other duties as directed by the Principal.
Position 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 learning and developing individual and team performance and 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
- 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.
Blackburn High School is a vibrant, multicultural and inclusive co-educational government school for students in Years 7¿12, located in the eastern suburbs of Melbourne, approximately 16 km from the CBD with approximately 1350 students enrolled. The school has an enrolment cap at Year 7.
The school provides a comprehensive education and is proud of its strong academic focus and extensive co-curricular programs, which offer opportunities for all students to reach their potential. Students achieve strong NAPLAN and VCE results. Our dynamic educational program is underpinned by the school values of Respect, Excellence and Citizenship. The school¿s Learning Norms and Instructional Model foster student agency, resilience and a strong commitment to learning. High expectations, effort and achievement are acknowledged and celebrated. Blackburn High School¿s strong reputation in the community has been built through the hard work and positive links between staff, students and families. The House System comprises four interdependent learning communities that foster a strong sense of connection and belonging while strengthening links between the school and home. The school day begins with a 15-minute mentor session on four days each week, where vertically grouped students from Years 7¿12 meet together. This is followed by five 58-minute periods where students learn within their year level groupings.
Blackburn High School is situated on a spacious 12-hectare site with well-maintained grounds and outstanding sporting facilities, including a gymnasium and an impressive covered outdoor sporting area. The school¿s learning environments are designed to inspire creativity and foster pride in learning.
The school¿s STEM Centre provides state-of-the-art facilities in a 14-room precinct dedicated to science, technology, engineering and mathematics. These facilities complement other high-quality learning spaces including the Art and Performing Arts areas and the VCE Centre for senior students, which includes modern classrooms, an examination centre and a Year 12 common room. The Resource Centre also provides access to the Pathways, IT and Wellbeing Centres. The school offers a wide range of core, enrichment and extension subjects for Years 7¿10, including a High Achievers Program. At the senior level, students can access a full range of VCE subjects, VET programs and the Vocational Major, with a high proportion of students progressing to tertiary education. Blackburn High School provides a comprehensive and challenging curriculum that promotes a strong work ethic. Students also benefit from a wide range of extra-curricular opportunities and leadership programs including clubs, camps, a highly acclaimed music program, a successful sports program, robotics competitions, the Duke of Edinburgh Award, and Art and Technology exhibitions
