Victorian Public Sector Values as detailed in Organisational Values section above
Proven record of leading high-effect improvement strategies across school settings in order to lift performance and achievement levels.
Extensive knowledge of and experience in education and training sectors including strategic acumen and an understanding of systems, institutions and stakeholder perspectives.
Extensive strategy and change management experience, and experience in the leadership and management of policy implementation and service delivery in large complex organisations undergoing significant structural and cultural change.
High effect interpersonal, communication, facilitation and people management capabilities, and a demonstrated capacity to build strong stakeholder relationships and to work effectively at the community level to gain commitment of others to agreed goals.
Demonstrated financial acumen and highly effective budget management experience.
Schools and Regional Services
Schools and Regional Services comprises 17 Areas within four regions across the state, as well as 5 central Divisions. The responsibilities of Schools and Regional Services include:
service delivery including performance, contract management, funding delivery and acquittal
program implementation including detailed implementation planning and delivery
local area engagement, advice, support and partnerships
workforce capability development, professional practice leadership and delivery
emergency management including critical incident response
supporting strong regional partnerships with early childhood services, schools and other education providers to deliver high-quality services and outcomes with a 0-18 focus.
The regional model is designed to:
connect between central government policy and the delivery of high quality services to Victorians
drive outcomes across all stages of learning through expert advice and support
connect with families, service providers, schools and communities
lead, collaborate and partner at a local level to overcome social and economic challenges facing our communities, towns and cities
deliver health, wellbeing and support services to children, young people and their families to assist them in their learning and development
improve connectedness and transitions between important points in a child's life - such as between early childhood, kindergarten, school and tertiary education
assist and support children and young people who are vulnerable, disengaged, and those with disabilities or challenging behaviour.
Role Purpose
Senior Education Improvement Leaders (SEILs) play a key leadership role for Schools and Regional Services (SRS) within the Department of Education (DE). The role provides critical system leadership, supporting the Deputy Secretary to ensure that the regions operate efficiently, cohesively and in alignment with the Schools and Regional Services Strategy.
The role is primarily responsible for providing local leadership in the multi-disciplinary area teams, collaborating across and within area teams to identify and address support required, and drive coordinated action to ensure schools take the most effective and strongly evidenced based approaches to improvement.
Under the leadership of the Area Executive Director, and under the guidance of the region's Executive Director, School Improvement, the SEIL role drives a state-wide consistent, aligned and coherent approach to planning, implementation and delivery of service support to schools and other services for learners, children and families.
SEILs are responsible for the delivery of improved learning and development outcomes in their local area, by working proactively with approximately 25 schools each, providing enhanced guidance and direction for school improvement, and supporting principals and their leadership teams to:
Use available data to analyse and interpret school performance indicators in order to assist schools undertake a robust self-evaluation
Assist schools to evaluate the impact of their school improvement strategies on student outcomes
Develop a school strategic plan and annual implementation plan to implement the Framework for Improving Student Outcomes (FISO), in particular the use of high-impact strategies that focus on high-quality teaching, deliver instructional improvement, and the evaluation of the impact of these strategies to drive an unrelenting focus on improving student outcomes
Actively support principals to manage their workforce, and in particular, helping them to regularly engage in meaningful performance conversations with teachers which use evidence to identify professional learning needs, recognise high performance and address persistent underperformance or unsatisfactory performance.
Oversee sound financial practices and managing all resources strategically, including the Student Resource Package (SRP),
Broker internal support as appropriate from the area multi-disciplinary team for individual schools, geographic networks or FISO initiative networks
Participate in joint work on areas of common practice and facilitating the sharing of excellent practice across the system, particularly relating to the high impact strategies in FISO
Broker links with organisations, early years and VET services and agencies that support the learning, development and wellbeing of their students
Play a key role in school networks, building the collective school improvement capacity of network schools to implement FISO, facilitating a robust, Community of Practice approach and behaviours within networks, and collaborating closely with network chairs on network strategy.
Ensure that principals establish an on-site professional learning program based on evidence that includes collaborative practice such as classroom observation and feedback, curriculum planning and assessment and student voice that drives collective responsibility for all learners.
SEILs, in conjunction with Area Executive Directors, support the integration of the local area learning and development system by:
strengthening relationships, networks and partnerships between corporate DE, school leaders and other government and community organisations;
facilitating the area's contribution to lifting learner achievement and outcomes for all schools and early childhood services; and improving pathways and transitions to higher education.
Liaising with early childhood providers on provision challenges, drawing them into networks as appropriate to facilitate the joining up of services and the delivery of seamless transitions for children and young people, and identifying opportunities to improve early childhood outcomes.
Supporting schools and early childhood services to meet their obligations in supporting vulnerable children and families, Koorie children and young people, learners with disabilities and special learning needs, refugee and asylum seeker children, and learners at serious risk of educational failure
Identifying local issues that might require a system response and providing feedback to central Groups as appropriate through the Area Executive Director or Regional Director
Ensure that principals create leadership structures and program build learner and teacher capacity in their schools and support state-wide programs for building capacity such as Local Leaders program and Professional Learning Communities.
Senior Education Improvement Leaders:
are a trusted mentor and collaborator for principals, in regular contact, engaging in conversations about how to continually improve and sharing successful strategies to tackle specific challenges or take advantage of opportunities
are the primary point of contact for Principals but able to refer on to the correct person or service in DE for more tailored support
provide proactive support for new and acting principals, as well as principals operating in difficult and challenging circumstances
play a key role in principal appointment, performance and development, and school review processes (as delegated by the Regional Director)
demonstrate strong financial management skills, exemplify integrity and set a standard for others, support others to manage conflicts of interest, use resources responsibly, and model public sector values (integrity, accountability, impartiality, responsiveness, respect, leadership and commitment to human rights).
Key Accountabilities
Regional leadership, strategy and service delivery development
- Contribute to the development of regional priorities and service delivery with a focus on lifting outcomes for all children and young people at the local level.
- Contribute to regional system and service redesign and improvement.
- Support schools to build their leadership and school improvement capacity, particularly in the implementation of FISO.
- Play a key role in the leadership of multi-disciplinary area teams.
- Take a leadership role for specific region and area-wide projects or committees as required by the Regional Director or Area Executive Director.
- Maintain a focus on high risk and/or high impact areas and take personal responsibility for managing issues and risks effectively at the regional and local level, including integrity and compliance risks.
Facilitating and maintaining effective regional relationships
- Manage internal and external relationships to initiate and implement system change as related to the Education State.
- Build strong relationships with individual principals, as well as across school networks, and facilitate positive relationships between the multi-disciplinary area team, the region, the centre and schools, principals and networks.
- Contribute to cross-agency and sector collaboration, strengthening relationships, networks and partnerships between corporate DE, school leaders and other government and community organisations within the local area.
- Influence change in the area, including through the exchange of information, and through proactive advocacy for lifting child and learner outcomes.
System planning
- Play a key role in the implementation of Education State initiatives and provide implementation insights to inform ongoing policy design.
School and early childhood service monitoring and improvement strategies
- Play a key role in the implementation of the Regional Performance Framework through area-level assessment and monitoring of the quality and effectiveness of area-level service delivery, identification of risks to quality and effective service delivery and gaps in service provision.
- Support all schools to implement the FISO improvement cycle, including tailoring, amending and monitoring their School Strategic Plans, Annual Implementation Plans, and principal and teacher performance and development plans to reflect FISO initiatives.
- Lead improvement strategies at the local level.
- Participate as agreed in government school principal selection and contract renewal, and support principal performance and development processes.
Required Capabilities
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
The Department leads the delivery of education and development services to children, young people and adults both directly through government schools and indirectly through the regulation and funding of early childhood services, non-government schools and training programs.
Information about the structure of the Department, including details about each of our Ministers, key staff, regional offices, strategy and annual reports are available at:
Department of Education | vic.gov.au.
Victorian Public Sector Values
Department of Education employees commit to the public sector values as outlined in Section 7 of the Public Administration Act 2004, the Department has adopted these values:
For more information on the Department of Education's values, visit:
25-142 DE Values Schools Quick Reference Quide_V1
Other Relevant Information
- Applicants should keep a copy of the position description as it cannot be accessed once the job has closed.
- Applicants are required to submit a CV and a response to the Key Selection Criteria.
- Visit http://www.careers.vic.gov.au/vacancies/tips-for-applying for guidelines and tips for applying for government positions and addressing key selection criteria.
- The Department of Education (DE) is committed to diversity. The Department places considerable effort and resources into responding to the needs of employees with a disability. People from disadvantaged groups are encouraged to apply for this position.
- Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the department. Mobile: 0477 726 801 or email on: [email protected].
- Successful applicants are subject to a satisfactory criminal record check prior to employment. New DE employees are required to meet the cost of the criminal record check.
- If appointed from outside DE, successful applicants will be required to complete a pre-employment health declaration.
- A probationary period of up to 6 months may apply for a person appointed to an ongoing position from outside the Public Service or the Teaching Service.
- All DE employees are required to comply with relevant legislation, including legislation regarding the management of Departmental records, the Code of Conduct for Victorian public sector employees and Departmental policies and procedures in the conduct of their employment.
- Standard public service terms and conditions apply. Information about DE's operations and employment conditions can be obtained from the following websites: www.education.vic.gov.au and www.education.vic.gov.au/hrweb.
- To support DE's commitment to its Environmental Management System, DE employees are expected to act in an environmentally responsible manner at all times.
- For Allied Health employees working in the regions, a current driver's licence is mandatory, and a capacity to access private transport with approved comprehensive insurance cover.
- For regulatory early childhood employees working in the regions, a current driver's licence is mandatory.
Privacy Notification
We are collecting your personal information for the purposes of processing and considering your application for employment. We will use and disclose the information we collect from you only for these purposes. Unsuccessful job applications are retained for six (6) months and then securely destroyed.
Your personal information is kept secure and confidential and managed in accordance with the Department of Education Information Privacy Policy. If you have any concerns about how your information is being managed or wish to obtain a copy of the Department's Information Privacy Policy please contact Corporate People Services on 9637 3828 or visit our website http://www.education.vic.gov.au/Pages/privacypolicy.aspx
