Year Level Leader & Teaching Coach in Melbourne

Elevation Secondary College is looking to recruit high quality, evidence-based practitioners for the 2027 school year. Situated approximately 23 kilometers from Melbourne, we service the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further North to Mickleham. We first opened our doors in 2020, to a purpose built, state of the art educational facility with a Science, Technology and Arts building, as well as a general-purpose Learning Community building, Administration Centre and Library. In 2026 our school has grown to over 1200 students from Year 7-12 and we celebrated our inaugural graduating class in December 2025.

School Vision: Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students. The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students. Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum. Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour. All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model.

Professional Learning Culture: Elevation Secondary College has a powerful professional learning culture, based on the idea that: 'if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve' - Dylan Wiliam, University of London. Staff at the school maintain a professional approach to teaching and learning. The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the school's behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.

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.
• 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.
• 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.
• SC6: Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus.

Responsibilities: Leading Teacher - Year Level Leader has overall responsibility for behaviour, wellbeing and attendance of students within a sub school, with a focus on a particular year level. The Year Level Leader will also contribute to the overall leadership of behaviour, wellbeing and attendance for the entire school. The Year Level Leader will work closely with the other mini school Leading Teachers and directly support the Assistant Principals. They will support and lead Mentor Group Teachers, classroom teachers and staff in the management of students on a day-to-day basis as well as contributing to the leadership of the Positive Climate for Learning Team.

The Year Level Leader role includes, but is not limited to the following responsibilities:

• Leadership of a Year Level Team (including 2 x Year Level Coordinators and administration staff) to ensure a Positive Climate for Learning.
• Management of day to day student behavioural, wellbeing and attendance matters.
• Maintaining an orderly learning environment within the school.
• Development of proactive year level programs.
• Use data to assist and manage student subject selections where appropriate.
• Contributing to and supporting the welfare and wellbeing of students through IEPs and SSGs, collaboration with the Mental Health Practitioner, coordination of wellbeing services and coordination of services for priority cohorts.
• Supporting the implementation of Trauma informed education (Berry Street Model) and the school behaviour system including supervisions and on call duties.
• Staff support and development including ad hoc support for staff in student related matters, formal mentoring and instructional coaching for staff and leadership of professional learning.

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.

Diversity and Inclusion: The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department.

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.