Learning Leader - English

Berwick College is a Year 7-12 coeducational school with a student population of approximately 1600 students. The College is located on Bunurong Country, in the beautiful south eastern suburb of Berwick.

Berwick College delivers a rigorous curriculum with a huge range of individualised pathways. We support our students to become critical and creative thinkers in areas of passion and interest. Teachers implement the school¿s Instructional Model to guide their practice and use our `Effective Learning Environment¿ and SWPBS guidelines to support positive behaviours across the school.

We place great emphasis on our exceptional co-curricular program to connect students to our school and to develop students as collaborative problem solvers. Our students regularly participate in a range of community events and represent the school at state and national levels. The huge variety of programs allows our students to flourish as they pursue their particular interests and goals. 

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.

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.

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.

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 (see Workplace 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.

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

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

Learning Leader- English 

The Learning Leader is an educational leader who is committed to continuous school improvement. As a member of the Berwick College Leadership Team, the Learning Leader is responsible for leading and managing the implementation of initiatives related to the Key Improvement Strategies of the School Strategic Plan.

 The Learning Leader will lead the actions to achieve these key improvement strategies:

• Build teacher capacity and collaboration in curriculum and assessment design and documentation which is aligned with the Victorian Curriculum 2.0 
• Embed a purposeful use of data to cater for all learning needs 
• Use student learning data to enhance student agency and opportunities for feedback 
• Improve teacher capability to implement instructional practices in line with the Victorian Teaching and Learning Model 2.0 
• Build leadership capability to ensure collective responsibility to improve instructional practices 
• Develop and embed a leadership framework for wellbeing and inclusion through a tiered approach to enable a positive learning environment across all classrooms
• Embed the college identity in a culture of excellence 
• Strengthen student agency, leadership and voice in learning 

The Learning Leader is committed to leading a domain that enables: 

• Students to be at the centre of highly effective curriculum design, documentation, delivery and assessment 
• A collective ability to implement highly effective instructional practice which is underpinned by the Berwick College Instructional Model and the VTLM 2.0 
• A learning environment that raises and maintains expectations of all students 
• A collective accountability and understanding of practice that is informed by student learning and engagement data 
• Professional collaboration that uses data and other evidence to systematically improve practice 
• Students to learn in a safe, orderly, routinised and effective environment
• Students to exert influence on their learning and environment and participate fully in the classroom, school and the community 
• Students to engage deeply in learning that is interesting, relevant and appropriately challenging 
• A consistent, positive school-wide approach to student behaviours 
• Students to learn in in classrooms with effective inclusive practices and in a culture of inclusion. 

The Learning Leader will have the additional responsibilities and requirements to: 

• Be an exemplary classroom teacher 
• Lead a professional culture of learning and school improvement 
• Be a key member of the Berwick College Leadership Team 
• Work collaboratively within the Leadership Team to ensure that student needs are at the centre of highly effective curriculum planning and assessment programs 
• Lead the curriculum and assessment program for the English domain subjects in response to student learning and engagement data on individual, year level and whole school levels 
• Lead the enhancement of teacher capability to implement instructional responses to student learning data on individual, class, cohort and domain levels 
• Contribute to the processes and procedures that enable the collection of effective student achievement and wellbeing data 
• Lead the implementation of the Victorian Curriculum 2.0 and the Victorian Certificate of Education for the English domain 
• Work collaboratively to ensure students are able to exert influence on, and participate fully in, the classroom and programs across the school 
• Lead the capacity of all teachers to deliver a differentiated curriculum 
• Lead the processes to enhance the capacity of all teachers to embed common instructional practices based on the Berwick College Instructional Model and the VTLM 2.0 
• In collaboration with team members, ensure Individual Education Plans and Behaviour Support Plans are effective and used by teachers to support every student at their point of learning 
• Lead a school culture focussed on high expectations and the celebration of achievement for all students 
• Lead the capacity of teachers to implement intervention approaches in literacy.

• 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

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 at Recruitment in Schools.