Job Description Location: North West Region | Maryborough Job type: Full time / From 28/01/2025 - 26/01/2027 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1441761 Location Profile Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way. Vision - to be an inclusive connected flourishing learning community. Our school values have been developed in consultation with the whole community. They are: Aspiration Kindness Respect Social community and demographics On a single site the school comprises facilities for primary, secondary and special needs education The school is highly integrated with a common set of values and behavioural and learning expectations for all Overall enrolment numbers are reflecting the demographics of the Maryborough community Strong and supportive School Council and parent involvement is encouraged. Committed Student Representative Council and a strong student leadership structure Enthusiastic, professional staff team consisting of 76 effective full-time teachers and 41.37 school support staff. Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group The school has a School Family Orientation of .6856 Educational Provision of a vibrant and productive education, Foundation to 12 and Specialist Education. Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students VCE, VET and VCAL courses Trade Training Centre Excellent further education pathways established and successful tertiary placements for students. Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities. Technological Bring Your Own Device computer provision is being phased in from 2015 Provision of computer suites and notebook trolleys are established throughout the school. Internet and intranet use is supported Data projectors in all learning areas Environmental grounds and facilities Classrooms modern and are traditional in their layout Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for www.mec.vic.edu.au 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. Role 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. 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 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. Who May Apply 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. EEO AND OHS Commitment 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au Child Safe Standards 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 DE Values 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 Other InformationAll 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. Responsibilities Responsibilities: Be an active member of the Excellence in Teaching and Learning Leadership Team Liaise with the Assistant Principal for Teaching and Learning and Leading Teacher Curriculum Planning and Assessment 7-12 to organise the leadership, format and delivery of Year Level Coordinator Meetings Lead the implementation of DET policies on curriculum, assessment and reporting, particularly Victorian Curriculum Lead and coordinating the documentation and storage of the guaranteed and viable curriculum for P - 6 students Lead and coordinate curriculum planning including term, week and daily Facilitate moderation to assist in the development of consistent teacher judgment Oversee the¿reporting process (P-6) including semester and progressive reports Oversee the internal Assessment process (P-6) including: o summative assessment (Exams and Tests) o working with the Excellence in Teaching and Learning Leadership Team to facilitate the use of formative assessment across the school o constructing, managing and reviewing a schoolwide assessment schedule o constructing, managing and reviewing a schoolwide data base o collecting, storing, analysis and use of relevant data. Work with the Assistant Principal Curriculum, Teaching and Learning to organise and implement Student Parent Teacher meetings Work with the Assistant Principal Curriculum, Teaching and Learning to organise and implement NAPLAN testing Work with leadership to develop a central means of inputting and storing assessment data and promote its access to staff through learning areas Work with the ICT team and to initiate the implementation of the ICT initiatives Lead the implementation of effective student study skills and student organisation for learning Support the EAL Coordinator with curriculum, assessment and reporting practices and resources Lead and monitoring the implementation and use of Professional Learning Communities process in the P-6 area including:¿ o creating a timeline for PLCs to follow¿ o monitoring and reviewing the documentation process for PLCs to record their inquiry cycles¿ o providing opportunities for teams to share their learning and celebrate the completing of their cycles¿ o liaising with the PLC regional manager to continue moving through the maturity matrix¿ o training and supporting Learning Area Leaders to be instructional leaders.¿ Lead the P-6 area to be data literate including:¿ o using data effectively in PLCs¿ o promoting staff completion and use of PIVOT¿ o developing processes and timelines for data to be effectively shared.¿ o using data to select student¿sub-groups¿for intervention¿ o utilising data to identify differentiated learning needs for the identified student¿sub-groups¿ o tracking student learning growth using data walls.¿