Location Profile Eastern Ranges School is an F-12 specialist school for students with Autism and an Intellectual Disability located in the Eastern Metropolitan Region of Melbourne. The school has an enrolment of approximately 200 students. There are approximately 100 staff at the school comprising of teachers, educational support staff and a multi-disciplinary therapy team. The staff reflect a diverse, capable and committed team who strive to support the needs of our students and are the foundation of our engaging and positive community. Facilities include age appropriate classrooms and playgrounds, therapy rooms, library, a gymnasium, sports court and pool. We also have the Depot (to develop and build work ethics and employability skills), a primary school kitchen and industry standard kitchen, Eastern Ranges Coffee Beans Caf run by our barista trained students, a contemporary living centre that develops functional living skills, and a professional learning centre which supports our commitment to lifelong learning for our school and wider community. Our school is a safe, nurturing place where students can thrive within a community bound by our values of teamwork, respect, inclusion, responsibility, achievement and optimism and driven by our shared commitment to create safe, respectful and responsible learners. These School Wide Positive Behaviour Support values underpin all aspects of school life and are evident in our interactions and practices. Individualised programs of learning in line with the Victorian Curriculum are carefully planned and delivered to our F-9 students, with the Victorian Pathways Certificate (VPC) available at years 10, 11 and 12. Structured teaching is used to provide routine and predictability and to assist our students to make sense of the expectations placed upon them. We set high expectations for all, and review evidenced based practices ensuring our students receive the very best educational opportunities. Specialist teaching programs are in the curriculum areas of Visual Arts, Performing Arts, Health and Physical Education, Swimming and Music. Teachers work in collaboration with education support staff to deliver personalised programs that meet students needs. Access to learning is supported through strategies developed in collaboration with parents through a multi-disciplinary approach. The team includes Speech Pathologists, Occupational Therapists, Music Therapists, and a Psychologist. The School is further supported by a committed and informed School Council and governing body. Collectively we work together to reach aspirational goals that define Eastern Ranges as a centre for exemplar ASD practice within the community. Selection Criteria SC1 What makes an effective PLT at Eastern Ranges School? SC2 How will your leadership support the vision, values and goals for PLTs at Eastern Ranges School? SC3 How will you manage the PLTL roles and responsibilities at Eastern Ranges School? SC4 How do your skills and experience prepare you for the PLTL role at Eastern Ranges School? SC5 How would you further develop the role over the year? Role The role will attract a higher duties payment. There will be one day per fortnight out of the classroom to provide support to the specialist team, and PCO and Leadership teams as required. At Eastern Ranges School Professional Learning Teams (PLTs) is an approach to school improvement where groups of teachers work collaboratively at the school level to improve student outcomes, ie: students learn more when their teachers work together. With the direction and support of the leadership team PLT Leaders will meet regularly with PCO to monitor and track our progress against our SSP and AIP goals and, facilitate PLT meetings that embrace the following principles of effective PLTs: 1. Student learning focus: School improvement starts with an unwavering focus on student learning. 2. Collective responsibility: For every child to achieve, every adult must take responsibility for their learning. 3. Instructional leadership: Effective school leaders focus on teaching and learning. 4. Collective efficacy: Teachers make better instructional decisions together. 5. Adult learning: Teachers learn best with others, on the job. 6. Privileged time: Effective schools provide time and forums for teacher conversations about student learning. 7. Continuous improvement: Effective teams improve through recurring cycles of diagnosing student learning needs, and planning, implementing and evaluating teaching responses to them. 8. Evidence driven: Effective professional learning and practice is evidence based and data driven. 9. System focus: The most effective school leaders contribute to the success of other schools. 10. Integrated regional support: Schools in improving systems are supported by teams of experts who know the communities they work in. Our vision, values and goals for the implementation for PLTs at ERS is to: Utilise structures and systems to support collaboration for improvement: focus on strategic resource management: teachers have weekly scheduled time to meet and work together as PLTs to improve teaching and learning. Over the year, additional resources are allocated for observation and feedback, collaborative reviews of student work, planning and moderation of common assessment tasks. PD is provided to build the capacity of PLT leaders. Build PLTs through a culture of collaboration for improvement: facilitate regular conversations about student learning and teaching practice. Develop procedures for feedback. Evaluate the impact of teaching on student outcomes. Use data to focus and drive collaborative improvement and evaluate impact on learning: the school has a data management system that enables teachers to readily access and use data at team, class and individual levels. Data is used in PLT meetings to support curriculum planning. Build Practice Excellence: teachers have high expectations for all students. Individually, teachers are inclusive and responsive to the individual needs of their students. However, the quality of teaching and learning is improved across the PLT when practice excellence is shared, enabling more teachers to be like the best. Strengthen Curriculum Planning and Assessment: teachers consider student data, context, engagement and prior learning and deliver the Victorian Curriculum and VPC. Curriculum plans and common assessment tasks are in place and teachers are supported and expected to follow these. Time is allocated to enable teachers to moderate student work to ensure that learning has occurred and that judgements are consistent. Empower Students and building School Pride: the school collects standard DET data including student attitudes to school. The school provides opportunities for student input (SRC, leadership and peer programs). In addition, PLT Leaders Roles & Responsibilities include Operational, Relational, Strategic, Systemic and Instructional Leadership Tasks: 1. Operational Tasks - Ensuring that organizational processes are effectively carried out - Coordinate fortnightly school newsletter articles and when required website/social media posts that celebrate the work of the range of educational activities at school - Have oversight of daily organisation within the PLT (allocation of CRTs/CRESS and yard duty coverage etc, timetables, assemblies). - Plan and coordinate corridor displays that reflect the work of students. Displays should be replaced termly. Maintained, be well presented. Contain a title and explanation of the work. - Assist with Planning & Implementation of Information Evenings in Term 4 as required. - Coordinate and support transitions as required: from Junior Primary to Upper Primary, from upper Primary to Secondary, from Lower Secondary to Upper Secondary. - Support the implementation of scheduled EMP (Emergency Management Plan) practice, and provide feedback to PCO for review. - Support the organisation of Whole School Events as required. - Support Daily School Operational matters when rostered out of the Classroom as PLT Leader including but not limited to: o Oversee Student arrival and departures - morning and afternoon o Develop and update Yard Duty timetables as required for their year level and coordinate accordingly with other Primary/Secondary PLT leaders. o Respond to Tier 2 and 3 callouts if and when required. 2. Relational Tasks - Model DET and ERS Values and SWPBS expected behaviours - Respond to, and resolve staff operational matters within PLT. Seek PCO support as required. - Maintain a solution focussed approach - Coach and support teachers and educational support staff in your team 3. Strategic Tasks - In collaboration with other PLT Leaders and within their PLT, create an agenda and facilitate meetings. - Coordinate and facilitate PLT meetings - Attend Professional Learning as deemed appropriate and supported by PCO. - Lead and Support the ERS Strategic Plan and AIP within the designated Role and Accountability - Build a professional growth Culture - Develop teacher and education support individual and collective capacity - Align resources with desired outcomes - Represent their PLT at middle leadership meeting with PCO 4. Systemic Tasks - Sharing of Knowledge with other Educational Systems - Participating in DET initiatives - Sustain partnerships and networks - Attend observational visits in other schools as required for new enrolments within their PLT. 5. Instructional Leadership - Lead and support Collective planning and programming within PLT - Work Program Auditing and Feedback to Peers in Team - With PCO and Learning Specialists, lead and collaborate an Inquiry Process as decided on a school or team level. - Participate in Communities of Practice as required. - Shares and exemplifies the Eastern Ranges School Pedagogical Model. - Focus on Achievement and Problem solving mindset. - Promote Inquiry and Reflection - Embed the planning for 2026 and reflect in mapping documentation - Conduct walkthroughs for teachers within their PLT as per the walk through guidelines. Complete one observation for each teacher in your PLT over the year as during the PLT:L time release. - Follow up and ensure all items on the mid year and end of year checklist are complete (not just checked off but completed) follow up at the start of the second last week of the semester and notify AP if it is not completed by the start of the last week of the semester. Responsibilities The role of classroom teacher may include but is not limited to: Direct teaching of groups of students and individual students; Contributing to the development, implementation and evaluation of a curriculum area or other curriculum program within the school; Undertaking other classroom teaching related and organisational duties as determined by the School Principal; Participating in activities such as parent/teacher meetings; staff meetings; camps and excursions; Undertaking other non-teaching supervisory duties. 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 (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. 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: 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: 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 Please ensure that your application includes: A resume including relevant experience as well as personal details (name, address and contact numbers, business and home) A section addressing the selection criteria and the requirements for application under the Who May Apply section Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application. Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action. 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 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 at Recruitment in Schools.
Job Title
PLT Leader - Specialists