Pathways and Transitions Leading Teacher in Melbourne

We welcome passionate and imaginative educators into our learning community. We are committed to supporting and valuing staff in their professional practice and growth through belonging to an inclusive and multicultural community, knowing that together we make a difference, and intellectual and practical engagement in our profession teaching for conceptual understanding.

Our community is wonderfully diverse, with more than fifty language backgrounds represented among our families and staff. This diversity is one of our greatest strengths, and we draw on it to build a sense of belonging for every student and family. Our dedicated team of multicultural and integration staff helps build strong connections between the college and our families, so that families feel welcome and their voices are heard. Through events and performances throughout the year, students and families share their cultures, languages and traditions with the wider school community.

Our organisational model includes an Assistant Principal and a Leading Teacher (PEG) for each cohort, who move with their students from Year 7 through to Year 12. This continuity embeds relational pedagogy and reflects our values of belonging and understanding. Our meeting structure supports this model and is built around four foci: Professional Culture, Knowing our Students, Curriculum, and Pedagogy. Staff work collaboratively in meeting time, moving through each focus in a connected sequence using the Inquiry Cycle framework.

We have achieved Gold status in embedding School-Wide Positive Behaviour Support (SWPBS) and are developing an inclusive school framework closely aligned with the Framework for Improving Student Outcomes (FISO) and the Victorian Teaching and Learning Model (VTLM 2.0). This work is guided by our goal of building integrated multi-tiered systems of support.

Many of our students face challenges at home. We support them through breakfast and homework clubs and a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Targeted fluency and tutoring programs support learning, and our learning partners ensure that Individual Learning Plans are developed and implemented effectively.

New staff are supported through a structured induction program that includes dedicated time release for mentoring and coaching. Our values of belonging and respect place strong relationships between staff, students and families at the centre of our practice.

Staff have many opportunities to extend their practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities reflect our commitment to students’ personal and educational growth through:

• student voice and agency
• applied learning
• restorative practices
• community leadership
• inclusive and differentiated teaching and learning
• reflective and evaluative practices
• enrichment and engagement programs

In 2027, we will continue to interweave SWPBS and VTLM 2.0 through an explicit teaching planning template and strengthen our multi-tiered system of Wellbeing, Behaviour and Academic supports.

Selection Criteria

• Demonstrated expert knowledge of the relevant curriculum and 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 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 exemplary interpersonal and leadership skills.
• Demonstrated ability to model behaviours and attitudes consistent with Department values.

Responsibilities

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities.
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff.
• Teaching demonstration lessons.
• Leading and managing the development of the school's assessment and reporting policies and practices.
• Contributing to the overall leadership and management of the school.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. 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.

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.

Qualification Requirements

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.