SC1Demonstrated 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.SC2Demonstrated 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.SC3Demonstrated 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.SC4Demonstrated 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.SC5Demonstrated 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.RoleLeading 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 qualified 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.ResponsibilitiesIn 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 prioritiesLeading 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);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.Who May ApplyTeachers 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 InclusionThe 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 adaptable work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (seeWorkplace adjustment guidelines ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) Applicants seeking part-time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, request a reduced time fraction.
Such requests will be negotiated on a case-by-case basis and will be subject to the operational requirements of the school.Child Safe StandardsVictorian 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.
All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: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.
Information on the department values is available at:Drives behaviour consistency, engagement and wellbeing for a year-level cohortBuilds teacher capacity in Positive Classroom Management Strategies (PCMS) and Victorian Teaching and Learning Model (VTLM 2.0)Strengthens links between learning, engagement and wellbeingContributes to a cohesive, consistent student and family experience across the school2.
Reporting & Key RelationshipsReports to: AP Engagement and AP Curriculum OperationsKey Collaborators: Principal Team, Wellbeing, Inclusion, Domain Leaders, Learning Specialists, Pathways, Attendance Officer, YLC team, SRC/student voice structures3.
Key Leadership Areas (Snapshot)Culture & ConsistencyLead PCMS Tier 1 routines and valuesPromote consistent expectations and positive recognitionLead attendance monitoring and follow-upBuild proactive systems for connection and belongingCoordinate year-level assemblies and initiativesLearning & Teaching LinkUse data to identify at-risk learnersLink VTLM routine implementation with engagement/behaviourSupport inclusion practices across the cohortCommunity & CommunicationMaintain timely communication with familiesLead year-level information and celebration channelsFacilitate student voice and feedbackProfessional Growth & CollaborationCo-lead Professional Learning in relevant areas (PCMS, VTLM,



engagement)Mentor and support staffCollaborate with Domain Leaders and leadership teamsConditions of EmploymentAll 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.A probationary period may apply during the first year of employment and induction and support programs provided.Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at Qualification RequirementsTo 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; andif the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January ****, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; anda person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).
Established in ****, Brighton Secondary College has a tradition of excellence.
Students are offered an outstanding program in a structured supportive and caring setting in which they are encouraged to reach their full potential.
The school is set in a leafy bayside suburb close to the beach and the city.A broad curriculum offers student academic studies, creative and performing arts, technology studies, social development and sporting competition.
At junior levels there is a comprehensive range of subjects including health, music, drama, languages, food technology, ICT and materials technology.
A broad range of VCE studies is offered, as well as vocational studies at senior levels.Visions and ValuesVISIONBrighton Secondary College is a safe place where all have the opportunity to achieve personal excellence through collaboration based on respect, empathy and integrity.MISSIONOur mission at Brighton Secondary College is to develop future‐ready global citizensWe strive to prepare young people to thrive and contribute in the world beyond school.
We do this by creating responsible, empathetic citizens who are adaptable, life‐long learners and critical thinkers.VALUES LIVEDWe strive for personal best in all pursuitsWe take pride in what we doWe make the most of all opportunities we are given.We encourage learningWe question and seek solutionsRespectWe treat others as they would like to be treated.We take pride and respect in ourselves and our environmentWe accept and celebrate difference and diversity.IntegrityWe take ownership for our actions and embrace constructive feedback.We follow through on our intentions.We are honest and transparentEmpathyWe are sensitive to the needs of othersWe try to understand the needs of all min our school community.We listen in order to understand.TeamworkWe share knowledge and harness our collective strengths.We collaborate with others to work towards common goals.We believe everyone has a responsibility to contribute.Applications close Tuesday 11 August **** at *****pm
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📌 Leading Teacher Range 3- Year Level Coordinator (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne