• 1Search for courses by Study Area, Level and Location
  • 2We deliver you all the matched results
  • 3Choose one or more course providers to contact you

Distance from location (kms)

Exact 5 10 25 50 100

Posted since

All 2 Days 1 Week 2 Weeks 1 Month

Sort results by

Relevance Date



Head Of Faculty 2020 (English) (Permanent)

The Springfield Anglican College - Springfield, QLD

Education, Childcare & Training
Source: uWorkin


The Springfield Anglican College
Position Description: Head of Faculty
Last Reviewed: October 2020 Appendix 2

Student Protection
Anglican schools support the rights of children and young people and are committed to ensure the safety, welfare and
wellbeing of students. Anglican schools are therefore committed to responding to allegations of student harm resulting
from the conduct or actions of any person including that of employees. This commitment includes the provision of a
safe and supportive living and learning environment for all students and requires all employees, volunteers and visitors
to model and encourage behaviour that upholds the dignity and protection of students from harm.

1. Position Details
Position Title: Head of Faculty

Location: Secondary Campus ‐ The Springfield Anglican College

Classification: PAR 2: Teachers’ Salaries and PAR conditions in accordance with the
FSAC Ltd Enterprise Agreement 2019

Reports to: Director of Teaching and Learning

Last Reviewed: October 2020

2. Essential Qualifications

Academic Qualifications: Four (4) year Degree ‐ Education or equivalent – Essential
Post graduate qualifications ‐ desirable

Registration Requirements: Provisional or Full Registration with the Queensland College of Teachers

Blue Card: Not Required ‐ Exempt

Experience: Significant teaching experience
Significant leadership in teaching and learning

Other: Not applicable

3. Position Purpose
The Springfield Anglican College is a leading Kindergarten to Year 12 coeducational school, with a growing reputation
for academic and extra‐curricular achievement. Our teachers care about their students and are leaders in learning,
focussed on providing the best possible educational environment and ensuring that each child’s God given potential is
nurtured. Responsible to the Director of Teaching and Learning, the Head of Faculty is responsible for developing,
delivering and appraising a contemporary and innovative curriculum through positive and highly effective leadership
and management across the secondary College.

The Head of Faculty will develop, lead and effectively communicate faculty programs underpinned by clear
expectations about high quality learning outcomes and standards to be achieved that are appropriate to a modern,
technologically astute and culturally diverse school. The Head of Faculty fosters the full and balanced development of
each student in the school environment, one which values education within a sustaining and life‐giving Christian

4. College Expectations
Middle Management staff members at The Springfield Anglican College will be:

 Supportive of the aims and philosophy of the College
 Supportive of the Anglican values and ethos of the College
 Committed to the holistic education of the students in their care

Facilitators of positive and productive community relationships
 Actively engaged in a culture of excellence
 Supportive of the Executive Leadership Team
 Active participants in professional learning communities
 Strategically aligned to the College’s vision and mission in their leadership and management
 Consultative and collaborative in encouraging staff contribution to the growth of the College as a

learning community
 Continuously improving their teaching practice and professional knowledge base
 Maintainers of confidentiality

5. Key Role Objectives
Teachers meet the National AITSL standards https://www.aitsl.edu.au/teach/standards to a proficient
standard, as follows:

1. Know students and how they learn
2. Know the content and how to teach it
3. Plan for and implement effective teaching and learning
4. Create and maintain supportive and safe learning environments
5. Assess, provide feedback and report on student learning
6. Engage in professional learning
7. Engage professionally with colleagues, parents/carers and the community

6. Accountabilities
In addition to meeting the National AITSL standards the Head of Faculty is responsible for the achievement of
specific outcomes in the following key strategic areas:

Leadership: Under the direction of the Director of Teaching and Learning, assist with the development and
administration of the faculty curricula.
Accountability: Contribute to the development, implementation and management of accountability
processes to evaluate the effectiveness of these programs.
Staff Leadership: Under the direction of the Director of Teaching and Learning assist with the
provision of program leadership in the achievement of the Faculty’s Department goals.
Development of the College Community: Contribute to the development and management of the
College’s relationships with parents and other stakeholders.

7. Domains of Professional Responsibility
The Head of Faculty is responsible for meeting the following professional responsibility. The professional
responsibility should be read within the context of the Statement of Principles of Leadership and Management and
the Statement of Principles of Teaching and Learning, attached to this Position Description.

The College is aligned with the National Standards for Teachers and uses these in the Professional Review and
Learning Program, which is formative review process for teacher professional development.

Student Protection ‐ Commitment to the Student Protection in Anglican Schools Policy and Procedures and Child
and Youth Risk Management Strategy:
The College is committed to the safety and wellbeing of students enrolled at the school. In accordance with sections
171 and 172 of the Working with Children (Risk Management and Screening) Act 2000 (Qld), the College is
committed to eliminating and minimising risks to child safety through the Child and Youth Risk Management
Strategy. Teachers will demonstrate a commitment to Child Protection, supports the rights of children and young
people and are committed to ensuring the safety, welfare and wellbeing of students. The Head of Faculty will model
and encourage behaviour that upholds the dignity and protection of students from harm.

Commitment to the College Vision and Goals:
The Head of Faculty demonstrates a commitment to the College aims and philosophy in holistic education and supports
the College's worship and values‐based approaches. This commitment includes actively supporting and participating in
the College co‐curricular programs. The Head of Faculty will embrace change and support College development, with a
focus on building positive and productive relationships with children and their families.

Commitment to Students and Student Learning:
The Head of Faculty designs, documents, implements and evaluates contemporary, innovative and informed classroom
Curriculum programs; creating a learning environment that encourages students to be problem solvers, decision makers
and lifelong learners. The Head of Faculty demonstrates a commitment to the care and personal development of
students; treating students equitably, with respect and sensitive to factors that influence individual student learning and

Collaboration within the Learning Community:
The Head of Faculty promotes and participates in the creation and maintenance of a collaborative and supportive learning
community; upholding the values and standards of the learning community. The Head of Faculty works collaboratively
as a member of multi‐disciplinary team to enhance student learning and achievement; talking collegially about practice;
observing one another engaged in the practice of teaching and learning.

Leadership and Management:
The Head of Faculty, in concert with the Director of Teaching and Learning, will contribute to the management and
development of the College’s educational philosophy and strategic vision; contributing to a culture of continuous
review and improvement through the annual review of goals and achievements for the Faculty area. The Head of
Faculty will stay abreast of current subject trends and issues likely to impact on the educational offering of the faculty.

Staff Leadership and Management:
The Head of Faculty will lead and manage faculty staff in the achievement of the College’s educational philosophy and
strategic vision and goals; supervise and support Faculty staff in their roles and responsibilities, both individually and
collectively. The Head of Faculty will develop and maintain lines of communication with staff on all matters relevant to
their roles. The Head of Faculty will support the Professional Review and Learning Program.

Curriculum Development and Management:
The Head of Faculty will provide specialist leadership in the College’s academic focus and curriculum development,
implementation and evaluation; developing with the Director of Teaching and Learning as well as faculty staff an
educational framework that is articulated through the effective practices of delivering high quality curriculum,
learning, teaching and assessment, whilst using current technology and research practices. The Head of Faculty
oversees the development, implementation and evaluation of curriculum documents across the Faculty area in
collaboration with faculty staff, ensuring the development and dissemination of course and subject information for
staff, students and parents as appropriate. The Head of Faculty encourages innovation and program initiatives that
enhance the quality and relevance of the curriculum.

Student Care:
The Head of Faculty supports the implementation of the College’s student care program; monitoring and enhancing
the quality of student care for students at each year level. The Head of Faculty provides strategic advice to the Head of
Campus concerning the implementation of programs and the development of innovations which enhance the
College’s student care offerings. The Head of Faculty will remain abreast of current thinking in the area of health,
welfare and development issues for children, as such when appropriate providing training for staff in the
implementation of the relational management policies and practices of the College.

Development of the College Community:
The Head of Faculty will provide effective management of the College’s relationships with parents and other

Operational Management:
The Head of Faculty will provide effective administration of the faculty's day to day operations; keeping up‐to‐date
with developments in each area of the Head of Faculty's responsibility.

Reflective Practice and Ongoing Professional Renewal:
The Head of Faculty will demonstrate a commitment to professional development by actively engaging in
ongoing professional learning; applying it to their professional practice. The Head of Faculty refines their
professional practice through regular inquiry, learning and reflection; engaging in self‐directed learning informed
by experience, research and collaboration with other professionals and actively participating in the Professional
Review and Learning Program.

Professional Knowledge:
The Head of Faculty maintains and enhances their knowledge of subject curriculum. They maintain a
thorough understanding of the stages of child and adolescent development and how best to support the
development of students academically, physically, socially and spiritually. The Head of Faculty in
conjunction with faculty staff, develops a variety of effective teaching and assessment practices as well as
models and implements a variety of effective classroom management strategies.

Professional Practice:

The Head of Faculty intellectually challenges student learning experiences with teaching strategies, techniques
and plans that value the diversity of the learning experience. The Head of Faculty assesses and reports
constructively on student learning and communicates effectively with parents, students and peers. The Head of
Faculty uses appropriate information and communication technology in their teaching practice and related
professional responsibilities.

Duty of Care:
The Head of Faculty contributes to the College’s duty of care for both staff and students by adhering to all
requirements relating to the development of an environment which is free from the risk of injury, harm
and/or disease as required by the Workplace Health and Safety and Child Protection Acts and relevant
College policies and procedures.

8. Competencies
A Head of Faculty will possess the following competencies, skills, qualifications and experience:

  • Demonstrated successful strategic leadership and management of a Faculty Department achieving
excellent student learning outcomes.
  • Demonstrated high order skills in staff leadership and management resulting in the achievement of
strategic vision and goals.
  • Demonstrated high order knowledge, skills and experience in curriculum development and management.
  • Demonstrated high level capacity to lead and develop school communities and effectively
manage and develop stakeholder’s relationships.
  • Demonstrated high order capability in the provision of effective school administration.
  • Demonstrated high order communication and interpersonal skills, including conflict resolution and
  • Ability to design, document, implement and evaluate contemporary, innovative and informed
secondary curriculum programs.
  • Strong understanding of relevant Australian Curriculum requirements, QCAA syllabi and procedures.
  • Thorough knowledge of teaching and learning practices and strategies.
  • A thorough understanding of the stages of child and adolescent development and how best to
support the development of children academically, physically, socially and spiritually.
  • Effective interpersonal and communication skills; ability to build positive and co‐operative
relationships with students, parents and colleagues.
  • Ability to work highly effectively in teams.
  • Ability to utilise and model a range of teaching strategies to meet the learning needs and styles of a
wide range of students.
  • Ability to implement and model effective behaviour management strategies to support an optimal learning
  • Ability to integrate information and communication technology into teaching and learning.
  • Commitment to and participation in the co‐curricular programs of the College; attendance at camps,
relevant excursions and support of various out‐of‐hours activities.
  • Sound organisation and time management skills; well‐organised, with the ability to meet deadlines.
  • Commitment to the Anglican ethos of the College and the College’s Student Care program.

The Springfield Anglican College
Statement of Leadership and Management

The College believes that success as leaders and managers requires:

 A positive and proactive approach.
 Social competence, including empathy, interpersonal skills and the capacity to motivate others.
 The ability to delegate, encourage and empower others.
 The ability to use a variety of decision‐making skills, seeking consensus through collaboration and

 The capacity to build positive and affirming relationships creating trust and harmony.
 The ability to coach, mentor and develop skills in other staff.
 The ability to communicate the vision and to generate ideas and strategies to support its implementation.
 An understanding of school culture and the ability to implement strategies that will support and

enhance its development.
 A positive approach to reflective practice and continuing professional growth.
 Personal qualities including integrity, resilience, and good humour.
 The ability to manage stress and live a balanced life.

Effective leadership and management at the College will therefore involve:

 Modelling the College’s Christian values in all areas of College community life.
 Developing and implementing leadership and management approaches that are valued by the

College community.
 Managing processes for employee’s induction, supervision, professionalism, review and

development and welfare.
 Generating ideas and strategies that enhance and support the implementation of the

College’s aims, philosophy, goals and culture.
 Using decision making processes which include consultation and collaboration and consensus building.
 Developing policies and procedures that support the implementation of the strategic direction

appropriate to each area.
 Reviewing policies and procedures regularly for improvement and to protect the College legally.
 Developing operational plans which support the implementation and regular review of the

achievement of strategies and actions.
 Establishing a culture of reviewing outcomes, using student and staff data, evaluation feedback

and client perceptions, to make informed decisions.
 Managing budgeting and resources to achieve the College’s overall goals for program effectiveness.
 Creating and enabling teams to facilitate participation and develop leadership skills in others.
 Ensuring that the workplace is safe and secure for all staff and students.
 Reporting annually to the Director of Teaching and Learning on the achievements of each focus area and

plans for development.

The Springfield Anglican College
Statement of Principles Learning and Teaching

The College believes that effective learning occurs both in the classroom and beyond when:

 There are high expectations of success
 The Head of Faculty is enthusiastic and knowledgeable
 Students receive constructive feedback and recognition
 Students are motivated and take responsibility for their learning
 Students believe that effort makes a difference
 Students feel safe and able to take risks
 Habits of learning are fostered through meaningful homework
 Students have personal ownership of their own learning
 Tasks are action orientated and inquiry based
 Tasks are reflected in real life experiences
 Consistent with the ethos of the College, the students’ sense of worth is


It follows that effective teaching must incorporate:

 Teachers setting high expectations for student achievement
 Teaching strategies which provide for rigour, challenge and engagement
 The use of a wide range of teaching strategies and approaches including:

o Active learning and inquiry‐based methods
o Opportunities for cooperative learning
o Providing frequent and timely feedback on student progress
o Project based and problem‐solving activities
o The setting and marking of meaningful homework and encouragement of good study habits
o Differentiated assessment techniques to extend student learning

 Opportunities for students to gain control over their learning through:

o The teaching of thinking skills and other meta‐cognitive processes
o The use of teaching strategies which embrace different learning styles
o A focus on the teaching of thinking skills and processes
o The use of frameworks such as work plans and schedules

 A focus on strong communication between student and the Head of Department characterised by

encouragement, constructive feedback and recognition
 A strong focus on high levels of literacy and numeracy
 A positive and safe learning environment which fosters self‐worth and positive risk taking


The following statement of commitment to the safety and wellbeing of children and the
protection of children from harm, seeks to provide a foundation to reflect, encourage and
support a child safe culture. The Statement is required to be implemented by all persons
within The Springfield Anglican College, The Tiny Tartan Kindergarten and ABCC and Early
Years ABCC.

Anglican Schools and Education & Care Services are committed to providing environments where
children and young people receive the highest standard of care, where their rights are supported, and
they have opportunity to thrive and be fruitful. Such environments nurture and safeguard
the intelligence, dignity, safety and wellbeing of each child or young person, by placing them
at the centre of thought, values and actions.

As reflected in our Ethos, our vocation is education, driven by a vision of humanity, shaped by the
image of God made visible in Jesus, present in every human being.

Every child: made in the image and likeness of God.

Every child: loveable and loved, unique and unrepeatable.

Outstanding education for the flourishing of people and the good of community.
Our faith is lived. We are hospitable and welcoming communities, who embody compassion, kindness,
fairness, justice and love, and where exceptional pastoral care is practiced.

Working and serving the best interests of children and young people is in everyone’s best interest. This
is achieved through sustaining living and learning environments that are safe, supportive and
stimulating. Specifically, we:

place emphasis on genuine engagement with children and young people;

create conditions that reduce the likelihood of harm to children and young people;
create conditions that increase the likelihood of identifying harm where it exists; and

respond swiftly and appropriately to any concerns, disclosures, allegations or suspicions.
This commitment is sought to be consistently reflected through the decisions and behaviour of all
persons within the School or Service, who are guided by effective governance, policies, tools
and processes. This fosters a child safe culture, where acting in children and young people’s best
interests is at the heart of what we do.

Source: Working with Children in Anglican Education Policy v1.0 (2020)

Steven Morris

Springfield, QLD

Education, Childcare & Training


Shortlist Job