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.
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.
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
Whole-school Leadership Responsibilities




Model and promote the vision, values and strategic direction of Mount Rowan Secondary College through high expectations, professional integrity and a commitment to excellence in teaching, learning and wellbeing.
Demonstrate ethical leadership, sound professional judgement and positive relationships with students, families, colleagues and the wider community.
Contribute to the strategic leadership and continuous improvement of the college through the implementation of the Annual Implementation Plan, whole-school priorities and consistent practices across Years 7-12.
Model exemplary classroom practice and build the capacity of colleagues through coaching, mentoring, collaboration and qualified learning.
Undertake other duties as directed by the Principal Team.
Team Leadership and Development
Lead the Year 7 & 8 Year Level Coordinators and Year Level Assistants to ensure a consistent, proactive and student-centred approach to student wellbeing, engagement and year level management.
Build the leadership capacity of Year Level Coordinators and Year Level Assistants through coaching, support and collaborative professional practice.
Foster a positive Junior School culture that promotes high expectations, collaboration and continuous improvement.
Student Wellbeing, Beahviour and Attendance
Lead the strategic management of student behaviour, wellbeing and attendance through the regular analysis of individual and cohort data.
Coordinate early intervention, case management and targeted supports to improve student engagement, attendance and learning outcomes.
Ensure the consistent implementation of whole-school wellbeing, behaviour and attendance policies and processes across Years 7 and 8.
Work collaboratively with the Learning Inclusion Team, Wellbeing Team and teaching staff to ensure students receive appropriate academic, wellbeing and disability supports.
Student Voice and School Culture
Develop a positive Junior School identity that promotes belonging, student leadership and student voice.
Oversee Year 7 & 8 camps and junior school assemblies
Coordinate activities and celebrations that strengthen connectedness, recognise achievement and build positive relationships within the Junior School.
Lead and coordinate the Extended Home Group program within the sub-school, supporting staff to deliver a consistent curriculum and fostering strong relationships, student engagement and a sense of belonging.
Transition and Community Partnerships
Lead the Grade 6 to Year 7 transition program to ensure students and families experience a smooth and successful transition to secondary school.
Coordinate the collection, analysis and communication of transition information from feeder primary schools to inform planning for student learning and wellbeing.
Lead the planning and delivery of transition activities, including orientation, transition days, class placements and family engagement initiatives.
Coordinate the Year 7 scholarship program and other transition initiatives that support student engagement.
Develop and maintain strong partnerships with feeder primary schools, families and community agencies to strengthen transition outcomes and promote Mount Rowan Secondary College.
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.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 (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) via*******@
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 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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:

DE Values
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:

Other Information
Please provide 3 references with current mobile phone numbers
Please attach your cover letter, resume and KSC responses as one pdf file only
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.
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 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; and
if 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'; and
a 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).
Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.
Location Profile
Mount Rowan Secondary College is a vibrant and growing Years 7-12 government secondary school in Ballarat, with a strong culture of high expectations, inclusion and care for every student. We provide a broad range of academic, vocational and applied learning pathways, ensuring every student is supported to achieve success and pursue their aspirations.
Our motto, "Together we grow and achieve," reflects our belief that
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📌 Leading Teacher Junior School (Ballarat)
🏢 Government schools
📍 Ballarat