Inclusion Leader

Government schools; Melbourne; On-site; AUD 90,000 - 120,000; Full time

Job summary

William Ruthven Secondary College in Reservoir is seeking a Leading Teacher to advance teaching quality and curriculum development across Years 7–12. The role focuses on improving student learning outcomes, leading staff, and coordinating professional learning aligned with the school’s strategic priorities.

The successful candidate will drive literacy and numeracy initiatives, support colleagues through modelling and coaching, and contribute to policy and program improvement within a

Qualifications

• 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.
• Demonstrated ability to monitor and assess student learning and use data to drive improvement.
• Demonstrated strong interpersonal and leadership skills and ability to engage with students, staff and parents.
• Ability to reflect on practice and contribute to whole-school professional learning.

Responsibilities

• Lead teaching staff and coordinate and support workforce improvements.
• Plan and implement high-impact teaching strategies and monitor student learning growth.
• Model and foster collaboration with students, colleagues and the wider school community.

Skills

Curriculum knowledge

Leadership

Literacy & numeracy

Data-driven instruction

Education

Bachelor of Education or equivalent

Job description

Government schools – Melbourne Northern Suburbs VIC

William Ruthven Secondary College is a vibrant and modern 7-12 co-educational school located in Reservoir. Our school is built to accommodate approximately 600 secondary students within a collaborative learning environment. The school community has a very strong commitment to our values – Respect Excellence Acceptance and Leadership - which reflects our focus on academic and life-long learning. The curriculum is innovative and designed for 21st Century learning and pathways beyond the school. This work is supported by our school wide positive behaviour matrix and developed in consultation with students. With a focus on lifelong learning, staff engage in dedicated professional learning meetings each week using the Professional Learning Communities model to support the individual learning needs of our diverse student population.The college enjoys partnerships with La Trobe University and RMIT which ensures our young people aspire to university degrees after Year 12.

Public transport is readily available to our community, Keon Park train station is a short walk away, and many of our students walk or ride cycles to school

The College motto is Dare, Connect and Learn.

Location Profile

William Ruthven Secondary College is a vibrant and modern 7-12 co-educational school located in Reservoir. Our school is built to accommodate approximately 600 secondary students within a collaborative learning environment. The school community has a very strong commitment to our values – Respect Excellence Acceptance and Leadership - which reflects our focus on academic and life-long learning. The curriculum is innovative and designed for 21st Century learning and pathways beyond the school. This work is supported by our school wide positive behaviour matrix and developed in consultation with students. With a focus on lifelong learning, staff engage in dedicated professional learning meetings each week using the Professional Learning Communities model to support the individual learning needs of our diverse student population.The college enjoys partnerships with La Trobe University and RMIT which ensures our young people aspire to university degrees after Year 12.

Public transport is readily available to our community, Keon Park train station is a short walk away, and many of our students walk or ride cycles to school

The College motto is Dare, Connect and Learn.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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

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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.

Diversity and Inclusion

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 (seeWorkplace 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*******@education.vic.gov.au

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.

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

• 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

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 https://www2.education.vic.gov.au/pal

Qualification Requirements

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 atRecruitment in Schools.