Location Profile We live in a community that values individuality, diversity and free thinking as much as we do. Daylesford College offers purpose-designed collaborative learning spaces; teachers and technologies that encourage inquisitive learning; a curriculum that emphasises critical and creative thinking; and a culture of inclusion and support. Our goal is to guide the students in our care to become confident, responsible, resilient individuals ready to make their mark in an ever-changing world. Daylesford College is the sole provider of secondary education in the Shire of Hepburn and consists of 480 students, 40 teachers and 12 support staff. The school draws students from a wide region with 65% of students travelling to school by bus every day. Our purpose is to provide an engaging, supportive and effective learning environment. Recognising the diversity of learning needs and aspirations of students both at school and beyond. We are committed to providing clear and effective learning pathways and programs for all students. Through these pathways and programs we will inspire and support each and every student to reach and extend his or her academic, practical and social potential. Equipped with these skills we believe our students will be well placed to meet future challenges and make the pivotal transition to optimistic, resourceful and resilient adults. Our goal is to create a vibrant and successful school which: Provides effective learning opportunities for all students through the delivery of robust and relevant learning pathways and programs. All pathways and programs will deliver best learning and teaching practices and will be based on appropriate elements of the Victorian Curriculum, Years 7-10 and student designs premised on the Victorian Certificate of Education (VCE), Victorian Certificate of Applied Education (VCAL) and Vocational Education and Training (VET). Provides high-quality current and innovative teaching in a collaborative and supportive school culture. Engages and empowers students in their learning by providing them with the skills to develop, evaluate and reflect on their own learning. Successful development of these skills will equip students with the means to meet the wide range of learning challenges throughout their secondary schooling and beyond. Supports students to develop and put into practice a variety of key learning skills including problem solving, effective communication, collaboration and critical and creative thinking. Prepares and encourages students to participate in further education, training and employment and become life-long learners. Provides a safe and inclusive learning environment that supports the social and emotional wellbeing of all students, helps them develop strong ethical and moral values, raises individual aspirations and develops a strong sense of self-belief, and provides opportunities to explore and develop leadership skills and experience. Actively engages parents in the learning process, providing up-to-date information on their childs activities and progress and ensuring strong and open communication between parents, teaching staff and the school at all times. Develops and maintains strong links with the school and the broader communities through a program of academic, artistic and civic engagement. Reflects the diversity and strengths of the local and surrounding communities within its learning programs for example, food and hospitality, sustainability and the arts and engages with and involves the community in the delivery of these programs. Our College values are Community, Individuality, Determination and Resilience with a school motto of Shape the Future. The College has undergone significant change over the last few years and it is an exciting time to be part of Daylesford College. Selection Criteria SC1Demonstrated 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. SC2Demonstrated 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. SC3Demonstrated 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. SC4Demonstrated 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. SC5Demonstrated 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 The Leading Teacher School Climate is responsible for ensuring that the school maintains a calm, safe, and orderly learning environment. The role leads the Student Management Team to implement consistent, fair, and restorative approaches to student behaviour and engagement. Through clear systems, relational practice, and staff support, the LT School Climate ensures that the school and classrooms in particular are places where both teachers and students can thrive. This position also plays a key role in building student connection, accountability, and belonging through consistent expectations, data-informed intervention, and positive school culture initiatives. Responsibilities Here is an overview of the main responsibilities of this role. Calm, Safe & Orderly Environment Lead the development of a calm, safe, and respectful school environment where both teachers and students can thrive, underpinned by consistent expectations, clear systems, and restorative practices. Student Case Management Ensure that students requiring additional behavioural or attendance support are case managed effectively through clear plans, regular review, and collaboration between staff, students, and families. Staff Development & Consistent of Practice Build the capability and consistency of staff in managing student behaviour, ensuring that expectations, systems, and responses are fair, relational, and aligned across the school. Student Engagement Promote positive student engagement and motivation through recognition systems and initiatives that build connection, accountability, and pride in the school community. Plus any other duties as designated by the Principal that fits under the school climate umbrella 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 (seeWorkplace 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*******@ 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 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 atRecruitment in Schools.
Job Title
Leading Teacher - School Climate