<p><strong>The College Community&nbsp;</strong></p> <p>Having commenced in 2017 with 86 students across Kindergarten to Year 6, St Luke’s at Marsden Park is a next generation learning community within the Catholic Education Diocese of Parramatta (CEDP). As a ‘next generation Catholic Learning Community’ we are designing and establishing the ‘new normal’ for preschool to post school learning in an environment characterised by a flexible, stage based curriculum which nurtures and grows faith-filled, curious children to become creative contributors and innovative problem solvers for a changing world. In 2025 we will enrol over 1800 students from Kindergarten to Year 12 in addition to 77 children per day in our long day centre.&nbsp;</p> <p>&nbsp;</p> <p><strong>Role Outline</strong></p> <p>Ultimately responsible to the Principal Leader, a team of instructional leaders is accountable to the Head of School for co-leading the priorities in the School of Leadership Stage 3. With the skills to lead teachers to transform practice, the Instructional Leader models effective, high-yield strategies that enable and support each student's engagement with&nbsp;<a href="http://www.stlukesmarsdenpark.catholic.edu.au/Learning/Our-6-Pillars-of-Learning" rel="nofollow"><u>St Luke’s 6 Pillars of Learning</u></a>.&nbsp;</p> <p>&nbsp;</p> <p>This is achieved through both a commitment and dedication of the Instructional Leader in working side by side with teachers as individuals and in both small and large groups. An appropriate allocation of teaching, coaching and release applies to this role. We are looking for a primary teacher to initially work within stage 3.</p> <p>&nbsp;</p> <p>&nbsp;</p> <p><strong>Key Responsibilities</strong>:</p> <ul> <li>Have a sound knowledge of, and a commitment to, the Church's mission in Catholic Education.&nbsp;</li> <li>Demonstrate excellent classroom practice&nbsp;</li> <li>Facilitate professional learning by modelling effective practices, observing teachers in action, and providing constructive feedback. Engage in professional discussions with colleagues in various forums to evaluate and improve educational practices, ensuring ongoing support and guidance for implementing positive behaviour support strategies.</li> <li>Facilitate various communication methods for parents, teachers, and the wider school community to share information and engage in discussions.</li> <li>Analyse and be responsive to data and monitor student progress concerning behaviour and well-being goals</li> <li>Use data to identify trends, inform decision-making, and evaluate the effectiveness of programs.</li> <li>Maintain accurate records and documentation of student support and interventions.</li> <li>Work closely in consultation with school leadership, school-based counsellors, teachers, support staff, and external agencies to contribute to case management and personalised plans for students needing behaviour support.&nbsp;</li> </ul> <p>&nbsp;</p> <p>&nbsp;</p> <p><strong>Please note</strong></p> <p>Due to the fact that we live in a volatile, uncertain, complex and ambiguous (VUCA) world, the nature, priorities and placement of this role, in consultation with the person serving in the role, may change over time.</p> <p>&nbsp;</p> <p><strong>Further note</strong></p> <p>As a guide, the successful applicant could be expected to uphold the Australian Professional Standards for Teachers at either the Highly Accomplished or Lead Teacher level. Most specifically, in the areas of:</p> <ul> <li>Know students and how they learn.</li> <li>Plan for and implement effective teaching and learning.&nbsp;</li> <li>Assess, provide feedback and report on student learning.&nbsp;</li> <li>Engage professionally with colleagues, parents/carers and the community.</li> </ul> <p>&nbsp;</p> <p><strong>We seek people with ‘character’ and skills!&nbsp;</strong></p> <p>&nbsp;</p>