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.
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:
The Leading Teacher ¿ Transition, Inclusion and Community Partnerships provides strategic leadership to ensure all students, particularly those with additional learning, wellbeing and disability-related needs, experience a successful transition into secondary school and are supported to achieve positive educational outcomes.
The role leads the school¿s transition program, coordinates key aspects of Disability Inclusion, and develops strong partnerships with feeder primary schools, families, community agencies and external professionals. The position focuses on building inclusive practices, strengthening student engagement and belonging, and ensuring continuity of support from primary to secondary education.
The role contributes significantly to the implementation of the School Strategic Plan through improving student wellbeing, inclusion, engagement and learning outcomes. The Leading Teacher will be a member of the College Leadership Team.
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
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.
Traralgon College is a vibrant educational community situated in the picturesque Latrobe Valley, on the lands of the Gunai Kurnai people.
Traralgon is nestled between the beaches of East Gippsland, and the Strzelecki and Baw Baw ranges approximately 165km to the South East of Melbourne.
The township itself is Gippsland¿s largest city lying at the intersection of many of Gippsland¿s recreations activities and adventures. Characterised by beautiful gardens and spacious parklands it is the region¿s entertainment capital as the home of the Gippsland Performing Arts Centre. It also has state of the art sporting infrastructure such as the Gippsland Regional Aquatic Centre. Traralgon is spoilt for choice when it comes to first rate dining and shopping options.
With an enrolment of over 1000 students and 170 staff the college boasts two campuses approximately 4kms apart. Out Year 7-8 Shakespeare Street Campus, hosting 300 of our students and our Year 9-12 Grey Street Campus, hosting over 700 of our students.
With a diverse learning community drawn from across Traralgon and the surrounding smaller towns of Latrobe Valley, we are committed to developing confident, successful leaners and citizens. Our values of Respect, Responsibility and Resilience guide the improvement work across the college. At Traralgon College, we pride ourselves on our dedication to working in strong collaborative teams that are directly accountable for the learning outcomes, wellbeing and educational pathways of our students. Led by our passionate, professional Principal and College leadership teams, the school aspires to be the school of choice, offering high quality and engaging teaching programs, expansive curriculum choices and a strong music and performing arts program in a calm, positive and inclusive school climate.
