Assistant Principal Level 1 Mathematics Coach - Primary

Location Profile

Alamanda K-9 College is located in the growth corridor of Point Cook. Alamanda College strives to be internationally minded, and provides a supportive, nurturing and challenging learning environment, while encouraging high expectations for student success.

The design of the permanent buildings in the school is open plan, the school has many relocatable classrooms. A strong focus is placed on collaborative teaching and learning. The schools design lends itself to flexible groupings of children with a differentiated focus on group and individual tasks. The classrooms are grouped in learning communities with shared learning spaces. The modern design requires a demonstrated ability to utilise pedagogical practices suited to these learning spaces. An emphasis will be placed on teachers and children working in home groups and breaking out into small focus groups within each community setting.

Alamanda is a 1-to-1-iPad/MacBook school, and uses technology to engage students with their learning, as well as meet their individual needs. Staff must be confident and willing to engage in study of ¿Using Technology with Classroom Instruction that Works¿ research to support this strategy. The primary school is based on the International Baccalaureate Primary Years Program, which is offered for the Prep to Year 6 students, the secondary school is based on the Middle Years Program, which is offered for the Year 7 to Year 9 students. The PYP & MYP Learner Profile underpins the management of students and has helped to build a positive and engaging learning environment.

The school will operate with the theory of action:

1. All children can learn.

2. High expectation for every child.

3. Continued effort and practise enables all children and young people to learn, to achieve and to improve their learning potential.

4.Personalised learning, goal setting and differentiation of curriculum tasks and teaching styles improves the capacity for students to learn.

5. All children can learn if given ongoing continued intervention, support and time to practise.

There is a strong focus on professional development for all staff, which includes an emphasis on building leadership capacity and implementation of best teaching practice. The 'Practice Principles for Excellence in Teaching and Learning' and Marzano research-based instructional strategies are utilised across the school to ensure that teaching practices are purposeful and are proven to have a high impact on student learning.

The school motto is "Dare to be Wise" which underpins management of student engagement and teaching pedagogy. Leadership and the teaching staff strive to implement a guaranteed, viable and rigorous and differentiated curriculum that promotes lifelong learning and encourages students to become global citizens.

Selection Criteria

SC1 Demonstrated expert knowledge of the mathematics curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling of high-impact teaching strategies that respond to student learning needs in mathematics. Demonstrated ability to support teachers in evaluating the impact of learning and teaching programs on student learning growth

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning in mathematics. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning in mathematics.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

The role of the Mathematics Coach (Assistant Principal Level 1) at Alamanda College is to support individuals and teams to implement highly effective classroom teaching strategies in mathematics that reflect Victorian Curriculum 2.0.

The Mathematics Coach will be highly skilled classroom practitioners who continue to spend time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.  

Mathematics Coaches are expected to have deep knowledge and expertise in high-quality teaching and learning to deliver improved achievement, engagement and well-being for students. The role of the Mathematics Coach will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Mathematics Coach¿s role is aimed at building excellence in teaching and learning within the Teaching Service.

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);
• Teaching demonstration lessons;
• 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

Appropriately qualified individuals currently registered or eligible for registration with the Victorian Institute of Teaching.

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

Other Information

General Description:

The Mathematics Coach will be responsible and accountable to the College Principal Team. They will provide leadership, information, direction, and support to the College, teaching staff and College community about programs and practice for their team.

In liaison with the College's Leadership Team and in accordance with the College's policies, Strategic Plan and Annual Implementation Plan the Numeracy/Mathematics Leader will lead and manage the provision of support for staff learning and student curriculum and programs within the College. This position seeks to support effective teaching and learning by ensuring that assistance is available to Staff at all levels and that where difficulties arise a coordinated approach to their support is employed.

The primary responsibility is to coordinate, manage, and monitor the provision of a range of programs supporting the provision of Numeracy and Mathematics in the College for example Scaffolding Numeracy in the Middle Years Program and implementing the work of Margarita Breed. An emphasis will be placed on aligning the work of the Mathematics Learning Area and the College's Numeracy Focus. The leadership focus would be to facilitate planning and to develop a team-oriented approach to serving the needs of staff. A focus on improving levels of expectation and aspiration is critical.

The Mathematics Coach will provide advice to the College Principal and Leadership Team where appropriate, regarding requirements and strategies for improvement.

The Mathematics Coach will exercise judgment and initiative in assisting to resolve problems identified or referred by staff to ensure that policies and procedures are followed, and standards maintained. This would be exercised within the broad policy of the College and under the broad supervision of the College's Senior Leadership Team.

It is expected that the person appointed to a leadership position will work with the College Leadership Team on the emphases as required. These specific responsibility allocations will enable us the flexibility to provide appropriate experience to Leaders over time. Typical duties are expected to be undertaken as part of the position.

Typical Duties include: 

Numeracy

• Demonstrate a commitment to continuous improvement in one¿s practice as both a teacher and an educational leader and assisting others in their professional growth.
• Lead, manage and implement the College-wide Numeracy strategy as identified in the Strategic Plan and Annual Implementation Plans to improve student numeracy levels.
• Lead the implementation of the intervention process, including leading teams to develop comprehensive intervention strategies.
• Collect, analyse, evaluate, and report on student numeracy data.
• Working with the Educational Leaders to develop a shared understanding of the Key Characteristics of Effective Numeracy Teaching in the Primary Years.
•  Leading and coaching teams to implement agreed numeracy strategies such as Scaffolding Numeracy in the Middle Years.
• Coaching a group of staff to build their capacity in Numeracy teaching skills.
• Promote the importance of numeracy with students, parents, and staff.
• Encouraging professional development for teachers regarding mathematics teaching and learning and pedagogical practice that differentiates student learning.
• In conjunction with the Staff Development and College's Leadership Team develop and document a school-wide Professional Learning plan based on individual staff and College needs.
• Liaising with College Educational Leaders to develop processes that encourage staff to use data to inform their performance in line with the College expectations and DET standards.
• To convene regular meetings of relevant groups.
• Supporting teachers in classrooms to improve student learning outcomes.
• Representing the College at appropriate events in a professional manner.

Mathematics

• Lead the implementation of current pedagogy and curriculum practice.
• Take responsibility for leadership and management of the Mathematics Curriculum Area.
• Oversee the documentation and evaluation of the Scaffolding Numeracy in the Middle Years and lesson plans.
• Ensure all Curriculum Area members are actively involved in curriculum development.
• Ensure that the units of study are documented, continually evaluated, and placed on the school drive.
• Lead the team of staff in the Curriculum Area to work together to review their practice and their teaching program in Professional Learning Teams throughout the year.
• Review the performance of a group of staff as part of the professional development process.
• Foster a positive community perception of the Curriculum Area.
• Ensure curriculum resources are allocated equitably and housed appropriately.
• Other duties as allocated by the principal.

Other

• An active member of the school's Leadership Team

Other duties as allocated by the Principal.

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.