Leading Teacher, Director of Arts and Technology - Werribee Secondary College

  • Victoria State Government - Education and Training
  • Werribee VIC 3030, Australia
  • 22 Jul, 2021

Job Description

Job ID 1232393
Location Werribee Secondary College
Department Werribee Secondary College
Role Type Teacher Leadership - not Prin Class
Full/Part-Time Full-Time
Ongoing/Fixed Term Ongoing
Classification Leading Teacher Range 3
Apply By 08/04/2021

Other Information
Begin Date 01/28/2022
End Date 01/26/2025
Hours 38.00
Contact Name Amanda Mullins
Phone 03 9741 1288
School Website www.werribee.sc.vic.edu.au

Location Profile

Werribee Secondary College is a highly regarded school in the Wyndham Education Precinct. A consequence of the College's outstanding results in VCE, IB (International Baccalaureate), VCAL and NAPLAN is that applications for enrolments far exceed the Colleges intake capacity. Werribee SC students have enjoyed recognition such as VCE All-rounder, IB High Achievers and VCAL competition winners. More recently, 97 % of the College's senior students have achieved tertiary pathways. Werribee Secondary College has over 70 International Students who have selected the College to complete their secondary education.

The College is a TAASS accredited provider of a Select Entry Learning program, which operates across the curriculum in years 7- 12. The College attained accreditation as an International School with the Council of International Schools (CIS) in 2006 and in 2013 became the first state secondary college in Victoria to be accredited by the International Baccalaureate Organisation and authorised to offer the Diploma Program (DP) of the IB. Werribee Secondary College has instilled a culture which embraces hard work, academic achievement and learning growth. All students wear the traditional uniform of blazer, shirt and tie.

The College has implemented a number of curriculum structures and programs which have further enhanced an exciting teaching and learning environment. The ENGAGE Teaching and Learning cycle embeds the High Impact Teaching Strategies (HITS) and is a research- based pedagogical framework that the College has implemented based on evidence gathered from the students and the school community. In 2020, the college will embark on the implementation of the PLC (Professional Learning Communities) using the inquiry cycle to achieve continuous learning growth.

A broad range of co-curricular activities includes amongst others, music, drama, chess, debating, public speaking and Leadership Programs. Further leadership opportunities for male and female students are provided through the College's Australian Army Cadet Unit, which was formally inaugurated by the then Prime Minister Julia Gillard in early 2012 and is only the 2nd school based AAC Unit in a Victorian state school.

A re-building program upgraded the level of many facilities in 2010 and these have been augmented by the completion of a new Recital and Performance Centre in early 2016 and the construction of a further $7 million-dollar stage completed in late 2018.

Resources, Wellbeing and other Features

The College has implemented a BYODD program across all Year levels. All classrooms are equipped with projectors. There is a well-resourced Student Wellbeing and Leadership Program which is implemented through a House system and a weekly Pastoral Leadership program. The College's resources are well allocated and provisioned. The College also enjoys a healthy financial status.

The Colleges modern facilities include 5 new Science rooms, a Music recital centre and auditorium, flexible English and Humanities area and a Numeracy block. These spaces provide for dynamic learning experiences across Year 7-12.

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.

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.

The Director of Arts and Technology will work closely with the:

  • Assistant Principal of Curriculum, Assessment and Reporting

The Director of Arts and Technology will:

  • Provide active leadership throughout the school community in support of College’s Vision and Values, Policies and Strategic Directions.
  • Contribute to high level planning as an active member of the College Leadership Team.
  • Build the leadership capacity of staff within the faculty.
  • Manage faculty leaders work.
  • Lead the planning, implementation and review of the guaranteed and viable curriculum within the Arts and Technology Faculty, according to VCAA (VCE/VCAL and 7 -10), International Baccalaureate and VRQA requirements.
  • Promote the professional learning of staff with an emphasis on improving and sharing instructional practice, the use of high impact teaching strategies and differentiation practices, at faculty meetings and in PLC teams.
  • Ensure that all relevant student learning elements of the College’s Strategic Plan, Annual Implementation Plan, CIS and IBO Reports are implemented.
  • Lead and manage Arts and Technology faculty meetings with a continuous focus on collaboration, teamwork and building practice excellence.
  • Manage administrative responsibilities for the faculty, including budgeting, resources, ordering and the preparation of booklists and course selection handbooks.
  • Manage the report comment database for Arts and Technology and liaise with the relevant Assistant Principal on matters relating to student reports.
  • Provide advice on the staffing needs of the faculty and the selection and ongoing management of staff.
  • Support the induction of new staff.
  • Be instrumental in profiling the faculty in such events as transition and information evenings.
  • Conduct performance reviews as part of the College’s PDP process.
  • Understand and embrace the need for the position description to change and adapt to better align with changes to the Annual Implementation Plan (AIP) from year to year.
  • Undertake specific tasks associated with this role to ensure faculty members:
    • Deliver curriculum in accordance with the intent and purpose of the syllabus for that subject and Group, (including where possible international content or activities).
    • Deliver curriculum on schedule.
    • Deliver common assessment tasks and are monitored for appropriate range, rigour and consistency, through a moderation process.
    • Conduct regular assessments as set out in the course and assessment outline
    • Publish students results online regularly and when scheduled.
    • Provide students with timely and appropriate feedback in relation to their academic performance.
    • Provide lesson plans and resources for students on Compass for each class.
    • Complete reports on time and are an accurate indicator and summary of student performance, attitude and behavior.
  • Responsible for OH&S aspects in relation to the Arts and Technology Faculty to maintain a safe learning environment for staff and students.
  • Deputise for the Principal Class.
  • Undertake other duties as required by the Principal.

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.