School Leadership

Location: Gippsland | Cockatoo

Job type: Full time / From 28/01/2025 - 26/01/2030

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1427860

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.

SC6 Outstanding professional and personal attribytes including perserverance, humility, collaboration and an improvement focus. the ability to balance high expectations of all learners with inclusivity and positive education practices.

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

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.

Location Profile
Cockatoo Primary School is located on the edge of the Dandenong Ranges, forty-six kilometres from Melbourne. The school draws its students from the immediate township of Cockatoo and the wider rural fringe areas. The community of Cockatoo is tight knit and renowned for offering support in times of crisis. In 2007 the community celebrated the school¿s centenary.

School facilities include an administration block, fourteen classrooms, the original rural school classroom, a multi-purpose room/ shelter in place, a resource room, an art room, canteen, breakfast club room, PFA room, library area, two ovals, three discrete adventure playgrounds, a fitness track, two covered sand pits. The converted army hut provides a reasonable space for the Out of School Hours Program.

All teaching and support staff work collaboratively and are committed to having a shared responsibility for the emotional, social and academic development of every student. Teaching teams work in Professional Learning Communities. Strong, quality relationships provide a safe, secure and stimulating learning environment where opinions are valued and feedback is provided on a regular basis. The school values distributive leadership and professional collaboration. Cockatoo Primary School is committed to consultation, collaborative discussion and decision-making and whole-school planning.

Our school¿s vision is to prepare young people to become active, engaged and responsible citizens of the local and global community. The school aims to prepare students to contend with a very dynamic 21st century in which creativity, cooperative work, connectedness to the world and adaptability are key features.

The school values of organisation, perseverance, getting along, confidence and resilience underpin all that is done at Cockatoo Primary School.

At Cockatoo Primary School our purpose is:

To provide a safe, friendly and caring environment that enhances learning, personal growth and wellbeing so that students are equipped with the necessary skills and knowledge to become responsible members of our community and the global society
To create a stimulating and supportive environment for all staff
To develop a partnership between staff, parents and the community to achieve common goals for student success.
The school currently runs fourteen classrooms supporting the current enrolment of 306 students. The teaching staff, together with our highly valued education support staff, provide a comprehensive, inclusive and engaging curriculum which caters for all levels of achievement. The curriculum provides students with the opportunity to explore and develop their potential. High standards are expected and achievement is acknowledged and celebrated. Awareness and fostering of students¿ wellbeing is a priority.

Literacy, Numeracy and student wellbeing skills are given a high priority. We also place importance on the nurturing of cultural, social, creative, physical and personal development of each individual. Students have access to up-to-date computer technology being iPads, notebooks and desktop computers with internet access. The school uses an integrated inquiry approach to learning. Specialist areas include Physical Education, Performing Arts, Visual Art and STEM. Our programs reflect the school¿s focus on providing students with a broad range of experiences.

To actively support these curriculum areas, the following is offered:

Swimming, house sports system, camp programs, interschool sport, health and human relations, HPV Energy Breakthrough program, environmental program, student welfare programs such as prep buddies and peer support, `You Can Do It¿, restorative practices, transition program and Student Representative Council. The school employs a chaplain to support the wellbeing needs of the staff and students. Grade Five students have the opportunity to visit Arnhem Land and to experience the culture of a small aboriginal community. This arrangement is reciprocated when our community hosts visits of yolgnu students.

Cockatoo Primary School aims to develop in each child an ability to maximise their potential and develop respect for themselves, others and the environment. The ethos of this school is one of a sense of community where the welfare of students and staff is paramount. Great emphasis is placed on caring for our students, staff and parents by:

Providing an environment that is safe and secure
Fostering a climate of mutual respect and cooperation
Providing clearly defined behavioural expectations and procedures
Fostering strong links within the school and the wider community
Extending students to reach their individual potential by encouraging, recognising and rewarding achievement and effort
Acknowledging the vital role that parents play in the education of their children and working in partnership with them to assist children in maximising their potential.
The school regards itself as an integral part of the community and works in active partnership with parents to nurture the academic and personal development of the children in a happy, secure and stimulating environment.

Parent involvement in the school extends from a very active and supportive School Council and PFA to direct participation in learning programs. The school actively promotes and values strong home-school partnerships. Parents are invited to attend Friday afternoon assemblies and many special events throughout the year. Parents are very active on School Council and on our fundraising subcommittee. We encourage parents and grandparents to assist in the classroom, on excursions, during sports days and to attend all special school events.

Cockatoo Primary enjoys membership of the well-established Emerald and District Education Cluster, which works actively to develop the links between our neighbouring schools and to provide collegiate support for both principals and teachers.

Other Information
Leading Teacher tenure fixed term dates - Tuesday 28th January 2025 - Saturday 26th January 2030