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.
Local Criteria Demonstrated capacity to provide strong cultural leadership that reinforces our shared commitment to aspiration, excellence and achievement.
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
Maribyrnong College Leading Teachers
All Leading Teachers at Maribyrnong College are educational leaders with pivotal roles in their professional learning communities, leading professional growth focused on improving student outcomes.
Whole School leadership




The College Strategic Plan and Annual Implementation Plan describe the goals and priorities of the College and the work in which all staff are involved.
Leading Teacher ~ Head of Vocational Pathways
Role Purpose
Lead the development and delivery of vocational pathways, ensuring students have access to relevant, high quality post school options.
Key Responsibilities
Develop and implement a faculty vision in line with college priorities.
Oversee the VCE VM, including:
VET
Structured Workplace Learning
SBATs
Support student pathway planning and transitions beyond school.
Build the individual and collective capacity of staff in the VCE VM teaching team.
Support the management of student behaviours within the VCE VM.
Build partnerships with industry, TAFE, and community organisations.
Ensure compliance with VCAA and relevant frameworks including VASS.
Lead VCE VM presence at relevant college events.
Manage organisational and communication requirements, including:
Faculty contributions to and presence at events like Curriculum Expo and mediums such as the sub-school bulletin.
Overseeing the faculty budget, including annual materials and consumables ordering (equipment, software, etc.), keeping expenditure within allocation and following MC Finance processes.
Maintaining relevant resources and equipment.
Ensuring that all incursions/excursions are planned and executed in line with MC processes.
Organising the provision of work to cover absent teachers.
Understand and implement the school's Child Safe Policy and foster a culture of openness with staff and students that supports all persons to safely disclose risks of harm to children.
Other responsibilities as required.
Support
The Leading Teacher ~ Head of Vocational Pathways is supported at MC by:
Time allowance of 5 x 48 minute periods per week
Assistant Principal – Senior School
LT – Head of Senior School
Four year level coordinators (two per year level)
Senior School Office Manager
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 (see Workplace 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 protected standards.
All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at: (link).
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: (link).
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
Preferences for part-time employment will be considered.
Qualification Requirements
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';
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).
Applications close Sunday 2 August **** at *****pm
#J-*****-Ljbffr

📌 Leading Teacher - Head Of Vocational Pathways (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne