Leading Teacher Range 3 - Instructional Coach

Rowville Secondary College is a large, thriving government school located 40km east of Melbourne, with 1,900 students across two campuses. Established in 1990, we've built a reputation for innovation, academic excellence, and a genuine commitment to knowing every student as an individual.

Our Mission Nurturing strengths to grow curious and powerful learners.

Four Specialist Programs, One Community

Our unique structure offers teachers diverse pathways and specializations:

- Institute of the Arts (East Campus) - Integrated arts education in a 500-seat performing arts centre with industry-standard facilities
- Sports Academy (East Campus) - Elite sporting program with dedicated sports precinct, allied health support, and high-performance coaching
- Maths & Science Academy (West Campus) - STEM excellence through project-based learning, robotics, and real-world application
- General Excellence (West Campus) - Broad academic program with extensive elective offerings and pathway flexibility

All programs lead to VCE, VCE Vocational Major, or School-Based Apprenticeships and Traineeships.

Why Teach at Rowville?

- Strengths-based approach - We use positive psychology and evidence-based practices to support both student and staff growth
- Sub-School structure - Junior, Middle, and Senior Sub-Schools on each campus, with dedicated Learning Mentors ensuring every student is well known and supported through the right developmental lens at the right stage
- Genuine professional learning culture - Whole-school instructional focus underpinned by Professional Learning Communities (PLCs), embedded instructional coaching, and a shared language of practice across every classroom
- Exceptional facilities - Two campuses with specialist spaces purpose-built for learning
- Student agency focus - School Wide Positive Behaviour framework with Behaviour Point Averages promoting powerful learning behaviours
- Supportive leadership - Experienced team committed to staff wellbeing and qualified growth

Professional Learning at Rowville

We take teacher growth as seriously as student growth. Staff are supported through structured PLCs, instructional coaching partnerships, and whole-school professional learning built around contemporary evidence - including cognitive load theory and high-leverage classroom strategies. Our approach is collaborative, data-informed, and genuinely embedded in everyday practice, not a one-off PD calendar.

Our Community

We're a school that puts students at the centre while recognizing that great teaching happens when staff feel valued, supported, and professionally challenged.



Our size allows for specialization and career progression while maintaining genuine collegial relationships.

We're looking for educators who share our commitment to high expectations, growth mindset, and the belief that every student can reach their full potential when supported by a caring, expert community.

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. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

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. 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.

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. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.

SC6 Rowville Secondary College ¿ Instructional Coach Context Demonstrated capacity to build staff capability in high-impact, evidence-based teaching practice through coaching, feedback and Learning Walk processes, contributing to the College's goal of 80% staff consistency in Tier 1 practices. Demonstrated ability to work confidentially and collaboratively with teachers at varying career stages and across both East and West Campus, fostering trust and a growth-oriented coaching culture aligned with VTLM 2.0.

Role

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.

Responsibilities

Classification: Learning Specialist / Leading Teacher

Positions: Two positions per campus ¿ East Campus / West Campus

Accountable to: Assistant Principal ¿ Teaching and Learning

Works closely with: Campus Principal; Learning Area Leaders; AP BWI

Context

The Instructional Coach is a senior teacher leadership role with college-wide influence and campus-based presence. There are two Instructional Coaches on each campus, forming a team of four that sits at the core of the College's Instructional Leadership Team (ILT).

This role exists to build the instructional capacity of individual teachers and teams across the College, with a relentless focus on improving student outcomes through improved teaching practice. Instructional Coaches at RSC operate with a higher level of strategic input than a traditional coaching role ¿ they are active members of the ILT, contributors to the Adult Learning Plan, and key agents in the embedding and ongoing refinement of the RSC Instructional Model and VTLM 2.0 across both campuses.

Key Responsibilities

Instructional Coaching

- Deliver high-quality, evidence-based coaching to individual teachers and small groups, using structured coaching cycles that include goal-setting, classroom observation, feedback, and review.
- Use a range of coaching approaches ¿ including learning walk observations, peer triads, co-planning, and modelled lessons ¿ to build teacher capacity in a way that is respectful, targeted, and growth-focused.
- Work with

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📌 Leading Teacher Range 3 - Instructional Coach (Melbourne)
🏢 Government schools
📍 Melbourne