Leading Teacher - Learning Community Leader - P-8

Government schools; Geelong; Presencial; AUD 100 000 - 140 000; Tempo integral

Resumo da oferta

Northern Bay P¿12 College in Geelong seeks an experienced Leading Teacher - Learning Community Leader for our P-8 campus network. You will lead literacy and numeracy initiatives, support curriculum planning, and build strong professional learning communities across campuses.

This role combines classroom practice with strategic leadership to lift student outcomes. As a Leading Teacher you will coordinate staff, model high-quality teaching, mentor colleagues, and contribute to whole-school

Qualificações

• Demonstrated expert knowledge of the relevant curriculum and leading teaching of literacy and numeracy.
• Ability to plan and implement high impact teaching strategies and evaluate impact on student growth.
• Strong data-use and feedback skills to inform practice.
• Exemplary interpersonal and leadership skills.
• Capacity to lead collaborative relationships with students, families and the community.

Responsabilidades

• Lead and manage whole-school improvement initiatives aligned to the school strategic plan.
• Coordinate curriculum planning and delivery across campuses.

Descrição da oferta de emprego

Leading Teacher - Learning Community Leader - P-8

Northern Bay P¿12 College is a unique multi-campus school in the northern suburbs of Geelong. It comprises four Prep¿Year 8 campuses and a Year 9¿12 campus, alongside the Family and Early Learning Centre and the Geelong Industry Trade Training Centre (GITTC) at Goldsworthy.

The College operates through three sub-schools, enhancing our `One School ¿ One Team¿ ethos and rigorous focus on student learning underpinned by a proactive wellbeing framework. Staff collaborate in Professional Learning Communities (Prep - Year 2,Year 3 - 6, Years 7¿9, andYear 10 - 12), meeting regularly in campus and college-wide groups to implement data-informed strategies that drive improved outcomes.

A strong Inclusive Practices Team supports the College, comprising specialist teachers and education support staff, including a College Inclusive Practices Leader, Inclusion Support Coordinators, Learning Adjustment Coaches, Mental Health Wellbeing Leaders (Years P¿6) and an Inclusion Administration Assistant. This team works closely with the College Nurse, Wellbeing Team, mentor teachers, CALD staff, Allied Health practitioners and DET Student Support Services. The College maintains high accountability to ensure Individual Education Plans are implemented with fidelity and seeks staff committed to applying and supporting learning adjustments in classrooms.

We proudly embrace our diversity, with a large First Nations population and a strong cohort of Culturally and Linguistically Diverse (CALD) students. Programs include structured EAL provision and implementation of the Marrung Strategy.

Our vision is to instill community commitment, confidence and high expectations in lifelong learning by:

• Delivering curriculum, pedagogy and teacher professionalism that achieve above-expected outcomes.

• Developing employable young people with resilience, optimism, self-respect and a commitment to personal best.

• Motivating and challenging students to fulfil their potential.

• Creating purposeful and diverse pathways.

• Building strong partnerships with schools, community organisations and business.

Our Values

Growth ¿ We celebrate improvements in skills, engagement, outcomes and participation.
Collaboration ¿ We work positively together to increase our collective impact.
Persistence ¿ We pursue goals and outcomes despite challenges, seeking solutions for ongoing improvement.
Kindness ¿ We model respect, inclusion and care across our community.

In Summary

We strive for a college where learning is visible and students feel safe, respected, believed in, listened to, and taught by knowledgeable, capable and enthusiastic teachers.

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

• 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;