Leading Teachers @ Glenroy

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.

Leading Teacher: Student Engagement and Wellbeing: Junior School

Role: The Leading Teacher: Student Engagement and Wellbeing: Junior Sub-School Leader will coach and assist teachers to provide a coordinated approach to the provision of the sub-school's Learning and Wellbeing programs. The Leader works directly with Year Level Leaders, the wellbeing team, the inclusion team, and a variety of outside agencies to provide wrap-around support for students, families, and staff.

School-Wide Responsibilities include but are not restricted to the following:

• Build a cohesive sub-school approach to engagement and wellbeing through embedding our College Values and School Wide Positive Behaviours in our daily 

• Build a cohesive sub-school identity by overseeing the organisation of assemblies, year-level events, excursions, camps, workshops, end-of-semester awards, parent information evenings, Awards Nights, community events, and well-being programs

• Oversee and support the daily work of the year 7-9 Year Level Leaders, ensuring robust student management. This includes overseeing the management of student locker assignments, handling disciplinary actions such as detentions and referrals, and overseeing student lateness.  including Organise and lead meetings related to these areas.
• Coordinate and oversee the award systems for SWPBS (in consultation with the LS:SWPBs and BSEM), Academic Achievement, and Academic Growth, cultivating a culture of recognition and accomplishment.
• Build a cohesive sub-school approach to develop student individual responsibility through agency and voice.
• Facilitate opportunities to inclusively celebrate student success and diversity. 
• Lead lesson observation, data coaching, training, and professional development in one-on-one, small-group, and large-group settings
• Monitor the calendar to minimise disruption and maximise participation and effectiveness. 
• Oversee monitoring of and processes to manage student attendance, including late arrivals.
• Oversee the creation of IEPs for at-risk students.
  • IEP creation for OOHC,ATSI and Wellbeing students to be completed by the Wellbeing Coordinator 
  • IEP creation for Level 3 PSD/DI students to be completed by the Inclusion Leader
  • IEP creation for Level 1 or 2 DI students to be completed by the Disability Inclusion Leader
  • Other IEPs to be coordinated by the Leading Teacher: Student Engagement and Wellbeing: Junior Sub-School Leader
• Ensure relevant information about students and their needs is accessible by teachers, and that all students at risk are provided with appropriate support. This includes the creation and supported implementation of Behaviour Support Plans.
• In conjunction with the LT: Disability Inclusion Leader, build staff capacity to implement actions in Individual Education Plans (IEPs)
• Actively engage parents in their child’s education and ensure regular and effective communication between home and school, especially during information nights and other community events.
• Manage student year 6 to 7 transition including, collaboratively planning year 7 Orientation Day, parent information evenings and first-week transition program with year 7 Year Level Leader.
• Coordinate grade 6 transition meetings for at-risk students with relevant support staff.
• Oversee the transition of students between year levels, including the creation of class lists, ensuring all individual student information (particularly IEPs) is passed on to the next year’s Level Leader in December.
• Oversee the 7-9 end of year program
• Regularly report to the staff, students and wider community on items of interest within the Sub-school.
• Oversee student movement across classes and student year level progression
• Work with the team to refine and improve Personal Learning and Projects (including scope and sequence, timelines) 
• Engaging and ongoing follow up with external providers, programs and supports for individuals, families and groups of students (e.g. Assuria, Newstart, Teaching units and more)
• Lead lesson observation, data coaching, training, and professional development in one-on-one, small-group, and large-group settings.
• Other duties as directed by the Principal Team.

Committee Membership:

• SWPBS

• Leadership

Leading Teacher: Student Engagement and Wellbeing: Senior School

The Leading Teacher: Student Engagement and Wellbeing: Senior School will coach and assist teachers to provide a coordinated approach to the provision of the sub-school's Learning and Wellbeing programs. The Leader works directly with  Year Level Leaders, the wellbeing team, the inclusion team, and a variety of outside agencies to provide wrap-around support for students, families, and staff.

Responsibilities include but are not restricted to the following: 

• Build a cohesive sub-school identity by overseeing the organisation of assemblies, year-level events, excursions, camps, workshops, Valedictory/Formal, Year 12 Celebration Day, end-of-semester awards, parent information evenings, Awards Night and wellbeing programs

• Build a cohesive sub-school approach to engagement and wellbeing through embedding our College Values and School Wide Positive Behaviours

• Oversee the daily work of the year 10-12 student managers, ensuring robust student management. This includes overseeing the management of student locker assignments, handling disciplinary actions such as detentions and referrals, and overseeing student lateness. Organise and lead meetings related to these areas.
• Building student awareness of and access to Pathways information and opportunities 
• Lead lesson observation, data coaching, training, and professional development in one-on-one, small-group, and large-group settings
• Coordinate and oversee the award systems for SWPBS (in consultation with the LS:SWPBs and BSEM), Academic Achievement, and Academic Growth, cultivating a culture of recognition and accomplishment.
• Build a cohesive sub-school approach to develop student resilience and individual responsibility through student agency and voice, and facilitate opportunities to inclusively celebrate student success and diversity  

• Monitor the calendar to minimise disruption and maximise participation and effectiveness.

• Oversee monitoring of and processes to manage student attendance, including late arrivals.

• Oversee 10-12 subject changes

  • Subject changes to be completed by the Timetable leader after approval

• Oversee collation and publication of the Senior School Handbook

• Ensure relevant information about students and their needs is accessible by teachers, and that all students at risk are provided with appropriate support. This includes the creation of Classroom Learner Plans and Behaviour Support Plans.

  • IEP creation for OOHC,ATSI and Wellbeing students to be completed by the Wellbeing Coordinator 

  • IEP creation for Level 3 PSD/DI students to be completed by the Inclusion Leader

  • IEP creation for Level 1 or 2 DI students to be completed by the Disability Inclusion Leader

  • Other IEPs to be coordinated by the Leading Teacher: Student Engagement and Wellbeing: Junior Sub-School Leader

• Build staff capacity to implement actions in Individual Education Plans (IEPs)

• Actively engage parents in their child’s education and ensure regular and effective communication between home and school, especially during information nights and other community events.

• Overseeing the transition of students between year levels, ensuring all individual student information (including IEPs) is passed on to the next year’s Level Leader in December

• Oversee the creation of a School Assessed Coursework Calendar for the following year in December

  • Individual calendars will be collated by Student Managers

• Oversee VCAA processes including VASS data collation and applications for special provisions

  • VASS data to be completed by VASS Ed Support

• Oversee structure and management of Senior School Exams 

  • Internal Exam timetable (Inc. staffing) to be completed by the Year Level Leader supported by the DO

  • External exam responsibilities including seating plans, supervisors, and transfer of student exams to be completed by the VASS Ed Support

• Oversee the structure and management of the Headstart program 

  • Head start timetable (Inc. staffing) to be completed by the Timetabler

• To regularly report to the community on items of interest within the Sub-school

• Oversee the transition of students between year levels, including the creation of class lists, ensuring all individual student information (particularly IEPs) is passed on to the next year’s Level Leader in December.
• Oversee the 7-9 end of year program
• Regularly report to the staff, students and wider community on items of interest within the Sub-school.
• Oversee student movement across classes and student year level progression
• Work with the team to refine and improve Personal Learning and Projects (including scope and sequence, timelines) 
• Engaging and ongoing follow up with external providers, programs and supports for individuals, families and groups of students (e.g. Assuria, Newstart, Teaching units and more)

• Other duties as directed by the Principal Team

Committee Membership:

• SWPBS

• Leadership

Leading Teacher: Inclusive Education

Role: The Disability Inclusion Leader will play a key role in the school’s transition to Disability Inclusion, which can include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and supporting school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments, for  individual students and cohorts of students.

Responsibilities include but are not restricted to the following: 

• be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
• play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and schools (the transition from primary to secondary school is particularly important to ensure continuity of support for students with disability and additional needs)
• prioritise resources and time to identify and consider the needs of students with disability and additional needs
• have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP
• ensure each student with disability and additional needs has a quality IEP
• ensure the student has a voice in setting learning targets during the IEP process
• determine whether other students with disability and additional needs could benefit from an IEP
• review school processes for student support groups, personalised goal setting and IEPs
• collaborate with services working in the school to deliver adjustments to students
• ensure students with disability and additional needs have a learning mentor (they may also act as a learning mentor)
• promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
• embed inclusion and disability expertise in strategic planning and recruitment practices of the school
• embed evidence-based inclusive education and human rights obligations into school policies and plans
• act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
• ensure full use of assessment for learning
• ensure parent(s)/carer(s) understand the importance of supporting learning at home
• liaise with the school’s Student Support Services key contact as required
• promote the implementation of all elements of Disability Inclusion at the school
• respond to any requests from facilitators for additional information
• ensure Disability Inclusion SSG meetings are booked for all students who require them
• support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
• where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to SSG’s
• ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion meeting.
• Prepare funding applications, liaising with a range of agencies, the department and its key personnel.
• Manage and provide support to the ES staff working within the school wide Disability program e.g. Regular team meetings; Planning; Program support such as Life Skills.
• Work with the school leadership team to ensure our Disability Inclusion program is aligned to the School and Department policy and guidelines and maintain confidential and sensitive data on each student.
• Have an understanding of PSDMS and SOCS.

• Other duties as required by the Principal

Committee Membership:

• Leadership

• Inclusion

• Wellbeing