Director Of Junior School - Years 7 & 8

Job type:
Full time / From 15/07/2024 - 11/07/2027
Organisation:
Schools (Government)
Salary:
Salary not specified
Occupation:
Education and Training
Reference:

Selection Criteria 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.
Role The Sub School Director will work closely with:

• Members of the Student Management Team
• The Principal Class Team

The Sub School Director will:

• Provide active leadership throughout the school community in support of College's Vision and Values, Policies and Strategic Directions.
• Contribute to high level planning as an active member of the College Leadership Team.
• Contribute to high level planning as an active member of the College's Student Management Team
• Manage the sub school team by building the leadership capacity of staff within the sub school.
• Lead the Sub School team to build a learning environment that is safe, orderly and promotes student agency, engagement and wellbeing.
• Oversee and manage the monitoring and implementation of C ollege policies and procedures in relation to student management, uniform, attendance, punctuality, homework and conduct within the Sub School.
• Manage significant discipline and wellbeing issues, which extend beyond the scope of Level Coordinators.
• Provide support to classroom teachers in relation to student management and wellbeing issues.
• Manage the monitoring and counselling of students in the Sub School with respect to:
  
• Learning Outcomes
• Student Engagement and Wellbeing
• Pathways and Transitions - including course counselling and subject selection.
• SELP and IB Link where applicable
• VASS and VCAA requirements where applicable
• Lead staff in the consistent use of Compass
• Manage students at risk ensuring support is put in place through liaising with relevant teams.
• Collaborate as Directors of sub-schools to ensure consistent processes in enrolment, behaviour, consequences, use of chronicle, interventions, referral processes, monitoring student outcomes, lockers, assemblies and reports
• Ensure transition of students in and out of the sub school is seamless
• Liaise with the timetabler re:
  exam and orientation timetables
• Organize and present at College Information Evenings
• Provide effective communications to staff, students, parents and other stakeholders in a timely manner
• Liaise with the relevant Assistant Principal to enrol new students and ensure a smooth and positive transition.
• Deputise for the Principal team.
• Understand and embrace the need for the position description to change and adapt to better align with changes to the Annual Implementation Plan (AIP) from year to year.
• Undertake other duties as required by the Principal.

Responsibilities 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);
  
• 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.

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 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.
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 family friendly, supportive, safe and harassment free 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 Workplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
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:

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:

• 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

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 Werribee Secondary College is a highly regarded school in the Wyndham Education Precinct. A consequence of the College's outstanding results in VCE, IB (International Baccalaureate) and NAPLAN is that applications for enrolments far exceed the Colleges intake capacity. Werribee SC students have enjoyed recognition such as VCE All-rounder and IB High Achievers. More recently. click apply for full job details