Job Title

Role In summary, this position will involve : Being a member of the Leadership team The leadership of the Well-Being Staff Leading Strategic Direction All Leading teachers work as part of a collaborative Leadership Team to ensure that the Schools Strategic Plan (SSP) is fully implemented. While Leading Teachers have responsibility for specific sections of the SSP, regardless of the persons role all members of the leadership team take responsibility for the successful realisation of this plan. Leading the MFG Way Lead the development of College-wide strategies and a curriculum for embedding, improving and measuring the MFG traits with direct leadership of the highlighted traits below : Kind, compassionate and trustworthy Caring and respectful of others and themselves Knowledgeable about learning and self-aware Deep thinkers who are curious and creative Problem solvers Resilient, adaptable and able to learn from mistakes Hard-working, ambitious and confident Able to respect and celebrate difference and diversity Optimistic about the future Responsible and active local and global citizens Flexible collaborators, leaders and team members Responsibilities Wellbeing Data ATOSS Data TRP data Compass data (Pulse / Chronicle) Student focus group data Edusafe data Leading Student Well-being Lead the embedding of the MFG Wellbeing model the Resilience Project (TRP) across the school Lead the development of teaching practices and strategies across the College relating to classroom climate, teacherstudent relations, social engagement and student safety Lead the TRP and the adoption of its core teaching practices by all MFG teaching staff Lead the cyclical use of student focus group forums that encourage student voice and agency, identify issues relating to classroom climate and teacherstudent relations and use this data to plan for improvement Lead the analysis of wellbeing data and the implementation of prevention programmes that focus on building resilience Lead the development of a comprehensive wellbeing MFG Way curriculum Lead the implementation of DETs Mental Health and WellBeing Toolkit Leading Staff Well-being Lead the embedding of the MFG Wellbeing model across the school Initiate and lead staff focus group forums that encourage staff voice and agency and use this data to plan for improvement and action Lead the implementation of the MFG Staff WellBeing Toolkit and associated activities including activities on Staff Professional Learning Days Lead the development and analysis of staff wellbeing data and the implementation of activities and programmes that respond to the issues raised by staff Collaborate with the Principals and the elected Health and Safety Representative (HSR) to foster a psychologically safe workplace culture in line with DETs Mental Health and WellBeing Guidelines Leading Staff Engagement of Students Support the Leader of Engagement and Transition to assist House Leaders and teaching staff with the resolution of highend / extreme student management issues Analyse classroom behaviour in classes where there are multiple concerns and support teaching staff to implement strategies to address these concerns Coach staff on the use of strategies for student engagement Design and lead professional learning for teaching staff relating to student wellbeing, behaviour and classroom management Leading Student Learning Lead the development, implementation and documentation of the MFG Way Programme Lead the development of programmes and activities connected to the eSmart Schools initiative and Framework Oversee and lead the student leadership programme House Leaders, Year 12 School Captains, Special Area Captains and Junior School Council Leading Parent / Carer Engagement Lead the design and implementation of parent / carer engagement programmes relating to the MFG Way and MFG Wellbeing Model (TRP) including communication about the programmes purpose and activities Lead regular communication with parents regarding wellbeing issues and programmes Lead parent / carer engagement programmes relating to the eSmart Schools Framework including communication Leading a Team and Staff Lead and support the professional learning of staff with respect to the MFG Way, the MFG Wellbeing Model and TRP Lead and support the work of the MFG Way Teachers Lead and support the work of the Allied Health Wellbeing Team (School Nurse, Mental Health Practitioner, Occupational Therapist) Lead and support the professional learning of staff in relation to the eSmart Framework and associated programmes and activities Lead the development and implementation of an eSmart curriculum and the associated teaching activities and resources 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. EEO AND OHS Commitment Applicants seeking parttime 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 casebycase basis and will be subject to the operational requirements of the school. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms gender, religion, ethnicity, LGBTIQ+, 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 familyfriendly, supportive, safe and harassmentfree workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see). 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 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 preemployment conditions check. A probationary period may apply during the first year of employment and induction and support programmes provided. Detailed information on all terms and conditions of employment is available on the Department''s Human Resources website at VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. Location Profile MFG is a vibrant learning community that nurtures and serves the aspirations of girls. We create lifelong learners who live the MFG traits as positive members of their communities. In 2018 we consulted with the school community students, staff, and parents/carers to develop a set of eleven traits, behaviours, and dispositions that we, as a school community, believe are important to foster in our students. These traits are: Kind, compassionate and trustworthy Caring and respectful of others and themselves Knowledgeable about learning and selfaware Deep thinkers who are curious and creative Problem solvers Resilient, adaptable and able to learn from mistakes Hardworking, ambitious and confident Able to respect and celebrate difference and diversity Optimistic about the future Responsible and active local and global citizens Flexible collaborators, leaders and team members #J-18808-Ljbffr