Leading Teacher: Learning Operations & Impact in Melbourne

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.

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.

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.

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.

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.

Demonstrated capacity to lead learning operations, assessment and data systems that maximise learning opportunities, support continuous improvement and enable every Swinburne Senior Secondary College student to succeed.

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.

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

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.

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.

The Department recognises that the provision of safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.

It is our policy to provide reasonable adjustments for staff with disability. Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD).

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.

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.

To be eligible for employment, transfer or promotion in the principal or teacher class, the person must have provisional or full registration approved by the Victorian Institute of Teaching.

Swinburne Senior Secondary College is a senior-only government secondary school located in Hawthorn, providing a unique and inclusive learning environment for students across metropolitan Melbourne. We are committed to ensuring student wellbeing, engagement, and learning outcomes sit at the centre of everything we do, enabling every young person to feel safe, supported, and empowered to succeed.

Our college offers a comprehensive senior curriculum, including VCE, VCE Vocational Major (VM), and VET programs, with strong pathways across the Arts, Humanities, and Sciences. Learning programs are designed to be challenging, purposeful, and responsive to student needs, supporting both academic and applied pathways that lead to further education, training, or employment.

Student wellbeing is foundational to learning at Swinburne Senior Secondary College. We foster a kind, respectful, and inclusive culture where positive relationships, student voice, and high expectations promote confidence, motivation, and achievement.

We are proud to provide students with access to exceptional resources that support deep and authentic learning. Our close proximity to Swinburne University of Technology enhances educational opportunities and strengthens pathways to tertiary study, industry, and the wider community.

As a senior secondary college, we offer a learning environment tailored specifically to young adults, characterised by high expectations, personalised support, and a focus on continuous improvement in learning outcomes.

Guided by our core values of Respect, Responsibility, and Commitment, Swinburne Senior Secondary College provides an aspirational learning environment where students are supported to grow academically, socially, and personally, and to make a positive contribution to their communities.