Leading Teacher Range 3 - Literacy - Multicampus - 3 Year Tenure

Overview

Work type: Full time

Salary: Salary not specified

Grade: Leading Teacher Range 3

Occupation: Education and Training

Location: Eastern Metropolitan

Reference: 1479100

Location Profile

Collingwood English Language School (CELS) is the major provider of the New Arrivals Program in the North Western Victoria Region. It is a Foundation to Year 10 multi-campus school, providing full time, intensive English Language courses for newly arrived migrants and refugees with campuses located in Collingwood, Broadmeadows and Craigieburn. The South Morang campus opened in July 2023 (Term 3).

We provide a safe, supportive and stimulating learning environment where students prepare for a seamless academic, social and cultural transition to mainstream school or other educational pathways. We also support families and guardians to understand and engage with our school community and the Victorian Education system.

Students attend the New Arrivals Program for intensive English as an Additional Language courses for 6 months if educational background is age equivalent. Students with disrupted schooling often attend for 4 terms. Assessment and reporting reflect this context.

The ratio of teachers to students is 13:1. Multicultural education aides support teachers, students and families.

Vision

We provide innovative, creative, high quality EAL teaching and learning programs. Our students have a sense of curiosity, resilience and are excited about their learning and preparation for mainstream school or further education, leading to improved academic and life chances.

At Collingwood English Language School:

• We provide an exceptional English as an Additional Language program in a welcoming, caring, friendly, collaborative and inclusive learning community
• We provide EAL leadership and advocacy
• Our EAL Specialist teachers provide high quality learning and teaching in a safe and supportive environment
• Our students are courageous and determined learners and become effective members of the school and wider community
• Our parents and guardians are active participants in their students¿ learning and in the school community

Values

Our core purpose at Collingwood English Language School is underpinned by the following values:

• Respect: for ourselves, each other and our environment
• Kindness: to others through compassion and celebrating success
• Learning: being ready to learn, do my best, be actively engaged, share ideas and welcome feedback. Seek support.

Collingwood Campus

Collingwood English Language School was established as a school in 1989. The Collingwood Campus is located in Cambridge Street, approximately one kilometre northeast of the city centre. This is the original campus.

Broadmeadows Campus

The Broadmeadows Campus is in Johnstone St, Broadmeadows and is part of the Dimboola Hub, sharing the oval with Broadmeadows Valley Primary School and Hume Central (Dimboola Rd Campus).

Craigieburn Campus

The Craigieburn Campus is located on Northleigh Ave, approximately two kilometres from the Craigieburn railway station and sits adjacent to Craigieburn South Primary School.

South Morang Campus

The South Morang Campus opened in July 2023 and is co-located with The Lakes South Morang College at 235 Gordons Road, South Morang.

Further Information

Further information is available from the Collingwood English Language School website, including:

• School Strategic Plan 2022-2025 (https://www.collingwoodels.vic.edu.au/documents/CELS-School-Strategic-Plan-2022-2025.pdf)
• Annual Report (https://www.collingwoodels.vic.edu.au/documents/CELS_Annual_Report_2022.pdf)

Website:

www.collingwoodels.vic.edu.au

School Contact:

Michelle Nunn, Acting Principal

Phone: 03 9419 7633

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

General Responsibilities

• Teaching will be part of the responsibilities for this position
• Providing professional learning and follow up coaching to assist classroom teachers in the use of literacy programs in their classrooms
• Facilitating curriculum planning sessions with teachers to ensure consistent practice, understanding and student needs are met
• Working with teachers individually or in teams to provide practical support for a range of reading, writing and communication strategies
• Conducting regular meetings with classroom teachers to examine student work, including formal and informal assessment, to monitor progress and support teacher reflection and action
• Observing and providing feedback to teachers on instruction relating to literacy development
• Modelling and team teaching classes in order to support teachers in their use of pedagogy related to literacy development
• Maintaining a collection of professional reading and learning materials which reflect current research related to student literacy development and share these with colleagues

Key Responsibilities:

In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Leading Teacher: Literacy may include but are not limited to:

• Working in partnership with key staff and having the responsibility of implementing and developing the school's strategy towards improved literacy
• Working with the School Improvement Team (SIT) to analyse data to inform strategic direction
• Providing coaching, mentoring and professional development opportunities to staff to assist in the development of their literacy capabilities
• Developing, implementing and teaching literacy interventions and provide learning opportunities in partnership with the Assistant Principal - Curriculum and Assessment to assist the literacy development of students
• Leading strategically with a focus on improvement and innovation to transform literacy across the school through the use and application of relevant technologies, responsive pedagogies, integration of learning areas and structures
• Identifying, analysing and utilising data and evidence in dialogue with staff to understand and enhance student learning through targeted professional support in literacy
• Working in partnership with the school leadership team to develop strategies for whole school; improvement that draws on a variety of data to inform school improvement plans and initiatives that lead to improved outcomes for all students
• Collecting and coordinating prior assessment data, particularly in relation to literacy to support staff in the development of learner profiles for students across the school
• Providing assistance, support and advice to classroom teachers as required in regard to curriculum adjustments, strategies and literacy practices
• Establishing reliable ways of measuring and monitoring change, growth and improvement in literacy
• Investigating phonics programs to implement as part of the school EAL/English language curriculum
• Coordinating the induction program for new, beginning and returning teachers to support the teaching and learning of literacy
• Assisting the Principal and leadership team to facilitate change aligned to school and strategic direction
• Ensuring that the policy and procedures regarding Literacy are met
• Leading and preparing meetings to support literacy development across the school
• Undertaking other duties as required by the Principal (or delegate)

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 [email protected]

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 Information

Thank you for your interest in this vacancy at Collingwood English Language School. Please note the following:

• Collingwood English Language School is a multi-campus school. This is a whole-school position located at our three outer metro campuses. By applying for this position, you acknowledge that the employment is `whole school¿, and staff can be asked to change campuses during their employment. By applying for this position, you acknowledge that the employment is `whole school¿, and staff can be asked to change campuses during their employment.By applying for this position, you acknowledge that the employment is `whole school¿, and staff can be asked to change campuses during their employment.
• To access Recruitment Online help guides please refer to Human resources: Recruitment Online (education.vic.gov.au)
• It is a requirement that applications include a statement addressing the key selection criteria and the details of Three (3) Referees, including the Referees name, position title, phone number and e-mail address. Please ensure to include your contact mobile and personal email address on your resume.
• Please note that all teaching positions require a valid Victorian Institute of Teaching (VIT) registration.
• Please include your Department of Education Employee ID number on your application (where applicable).

CELS COMMITMENT TO CHILD SAFETY

Collingwood ELS is committed to child safety. We believe that all children should be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers.

We practise zero tolerance of child abuse, and all allegations and safety concerns are treated very seriously and consistently with our policies and procedures. We acknowledge and practise legal and moral obligations to contact authorities when we are concerned about a child¿s safety. Collingwood ELS is committed to preventing child abuse and early identification of risks and risk minimisation. Our human resources and recruitment practices for all staff and volunteers support child safety. We regularly train and educate our staff and volunteers on child abuse risks.

By applying for this position in the teaching service, the applicant is aware that information may be collected in order to establish whether they are suitable for child-connected work and is a fit and proper person (as defined in the Ministerial Order 1359).

Conditions of Employment

• 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

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.