Location Profile

Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum and ability to lead and manage the implementation of department priorities and the integration of key learning areas 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.
SC6 - School-based selection criteria: Demonstrated commitment to ongoing professional development and an understanding of developments in the design and delivery of Music curriculum and education.
SC7 - School-based selection criteria: Demonstrated ability to develop and implement strategic plans for a music program that align with a vision and stated goals.
SC8 - School-based selection criteria: Demonstrated experience in a music leadership role within a school or music department, including budgets, resources and leading a cohesive team, including mentoring staff.
SC9 - School Based selection criteria- Specialist Arts Setting - Demonstrated experience and understanding to lead and manage complex operations within a high performing specialised arts environment.

Role

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.

Responsibilities

Role

• Lead Curriculum Development in all areas of the VCASS Music Program, providing diverse and innovative opportunities for students that foster academic excellence and holistic development of students
• Provide educational leadership and model best practice teaching - set and aspire to achieve standards of excellence in student outcomes and teacher practice
• Lead a diverse and quality-focussed Music performance program
• Staffing of the Instrumental Teaching and Ensemble tutoring program
• Support team members in the Performance & Development Plan (PDP) process and assist them to align PDP goals with the school AIP and SSP
• Member of the School Improvement Team (SIT)
• Oversee the Masterclasses program
• Liaise with the Head of Student Services, Assistant Head of Student Services and Head of Wellbeing, in matters related to student wellbeing
• Liaise with the Health & Rehabilitation Coordinator
• Collaborate with school leaders to develop innovative transdisciplinary learning experiences

• Maintain knowledge of national and international developments in the design and delivery of Music curriculum
• Oversee the annual Music Awards
• Oversee the audition process and Music entry to the school as outlined in the Enrolment Policy
• Artistic overview of the extensive VCASS Concert Program including the annual Melbourne Recital Centre Concert, the May Ensembles Concert, the key Jazz performances as well as the Chamber Ensemble and Solo Competition concerts
• Overview of the Extensive Large Ensemble Program
• Overview of the Outreach Program
• Overview of Performance Classes and student Solo Performance Concerts
• Overview of student Chamber Performance concerts

• Concert management
• Artistic direction of all performances
• Adherence to audition protocol ensuring fair and equitable processes
• Oversee the selection of repertoire
• Responsibility for the appropriate allocation of parts
• Ensure that provision is made for instrument specific requirements such as bowings and doubling
• Oversight of instrumentation and the hiring of guest musicians

• Oversee the allocation, use, and care of specialist facilities, equipment and resources
• Oversee and manage the Music budget
• In collaboration with the Assistant Principal, oversee rehearsal and staffing plans
• Prepare the Music Faculty Budget
• Maintaining the equipment and facilities of VCASS Music

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 marrung@education.vic.gov.au

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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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.