Leading Teacher - High Expectations, Attendance and MTSS

Department of Education Victoria – Bendigo VIC

21h ago , from Department of Education & Training Victoria

Bendigo South East Secondary College is a Year 7¿10 secondary college located in Flora Hill, Bendigo. The College is entering an important new chapter in its improvement journey, with a renewed leadership structure, a clear focus on strengthening whole‑school practice, and a strong commitment to improving outcomes for every student.

As a 7¿10 setting, Bendigo South East Secondary College plays a critical role in preparing young people for success in senior secondary pathways, including VCE, VCE Vocational Major, VET, apprenticeships, traineeships and other post‑school options.

The College works in partnership with families, community agencies, neighbouring schools and senior secondary providers to ensure students are supported to make informed choices and experience success in their learning and future pathways.

The College has a strong commitment to student engagement, wellbeing, inclusion and learning growth. Specialist programs, including the Athlete Development Program, Academy of Creative Arts and Music Program, provide opportunities for students to connect with school through areas of strength and interest.

Bendigo South East Secondary College is undertaking significant improvement work focused on establishing high expectations, strengthening instructional practice, embedding a guaranteed and viable curriculum, improving assessment practices, enhancing student engagement, and reviewing structures and programs to maximise learning time. The College is seeking leaders who are prepared to contribute to this work with energy, clarity, resilience and a strong moral purpose.

This Leading Teacher position represents a significant opportunity to contribute to the next stage of the College´s development. The successful applicant will join a Leadership Team committed to working collectively, visibly and strategically to bring about sustainable change for students, staff and the broader school community.

Selection Criteria

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.

Role

The Leading Teacher will be accountable to the Principal and the Assistant Principal responsible for the relevant portfolio.

Leading Teachers at Bendigo South East College will be highly skilled classroom practitioners who lead a significant area of the College with a high degree of independence. They will improve the knowledge, practice and collective performance of staff through modelling, collaboration, coaching, professional learning and disciplined implementation of College priorities.

Each Leading Teacher will have direct responsibility for implementing one or more priorities within the School Strategic Plan and demonstrating the impact of their leadership on student learning, wellbeing and engagement. This reflects the Department´s expectation that Leading Teachers improve teaching workforce capability, lead significant educational functions and directly influence the achievement of school goals.

The position description identifies the College´s initial implementation focus for the first year of the new leadership structure. Portfolio responsibilities may be refined, redistributed or evolve during the life of the 2026–2030 School Strategic Plan in response to emerging student needs, implementation evidence,



organisational changes and the stage of the College´s improvement journey. Any changes will retain the expectation that every Leading Teacher contributes directly to the implementation of the Strategic Plan and improved student outcomes.

This is consistent with our Strategic Plan´s intention to phase implementation initially establishing shared expectations and systems, followed by deeper implementation through professional learning, coaching, observation and feedback, and then increasingly evaluating and refining approaches as the work matures.

Leading Teachers will:

- Be active members of the College Leadership Team and School Improvement Team.
- Provide visible, accessible and responsive leadership across the College.
- Maintain exemplary classroom practice and model the expectations of the BSE Instructional Model.
- Lead the implementation and evaluation of relevant Strategic Plan and Annual Implementation Plan priorities.
- Build the capability of staff through coaching, modelling, cooperative planning, observation, feedback and professional learning.
- Use student learning, attendance, behaviour, engagement and wellbeing data to identify priorities and evaluate impact.
- Establish clear implementation plans, timelines, responsibilities and measures of success.
- Lead meetings that have clear agendas, purposeful collaboration, recorded actions and follow-through.
- Support consistent implementation of the BSE Instructional Model, Our Expected Learning Behaviours and the Educational Response to Behaviour.
- Build productive partnerships with students, staff, families and relevant community organisations.
- Promote equity, inclusion, child safety and high expectations for every student.
- Report regularly to the Principal Team on progress, implementation challenges and measurable impact.
- Undertake other appropriate duties as directed by the Principal.

Responsibilities

To lead a coherent whole‑school approach to high expectations, attendance, engagement, inclusion and early intervention through the consistent implementation of Our Expected Learning Behaviours, the Educational Response to Behaviour and a clearly documented Multi‑Tiered System of Supports.

The alignment review identified the need to improve expectations for attendance, punctuality, preparation and productivity and embed the College´s existing frameworks consistently. It also found that staff understanding of MTSS and Tier 1 classroom practice required development and that engagement improvement would be achieved through stronger expectations, teaching, assessment and learning structures.

Key responsibilities

- Lead the whole‑school implementation of Our Expected Learning Behaviours.
- Lead consistent implementation and review of the Educational Response to Behaviour.
- Develop a whole‑school attendance and punctuality improvement strategy.
- Establish clear attendance‑monitoring, escalation, family‑contact and re‑engagement processes.
- Develop a documented continuum of Tier 1, Tier 2 and Tier 3 learning, engagement and wellbeing supports.
- Clarify referral pathways, eligibility criteria, responsibilities and review processes.
- Strengthen Tier 1 classroom practices that support inclusion, engagement, positive behaviour and readiness to learn.
- Use attendance, behaviour, learning, engagement and wellbeing information to identify emerging concerns.
- Lead regular whole‑school analysis of attendance, behaviour and engagement trends.
- Work with year‑level teams to ensure timely and proportionate interventions.
- Coordinate strategic connections between year‑level teams, Wellbeing, Inclusion, FLO, Learning Support and external agencies.
- Embed a Team around the learner program within the school for tier 3 students
- Build staff capability in classroom routines, educative responses, de‑escalation, restorative processes and re‑engagement.
- Improve the quality and accessibility of information provided to teachers about adjustments and student support strategies.
- Lead evaluation of engagement programs, mentoring structures, FLO and targeted interventions.
- Develop meaningful student voice and agency processes related to learning, belonging and school improvement.
- Strengthen family understanding of attendance, learning behaviours and available supports.
- Ensure the role develops effective systems and staff capability rather than becoming the holder of every individual student case.





Initial‑year deliverables

- A clearly documented BSE MTSS framework and intervention map.
- A whole‑school attendance and punctuality plan.
- Agreed processes for early identification, referral, intervention and review.
- Professional learning in Tier 1 classroom practices and consistent behaviour responses.
- An intervention register that records intended outcomes and impact.
- An evaluation framework for (Bridge), mentoring and targeted engagement programs.
- Termly attendance, behaviour and engagement analysis.

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*******@education.vic.gov.au

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 2024, 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 2016 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 at Recruitment in Schools.

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📌 Leading Teacher - High Expectations, Attendance and MTSS (Bendigo)
🏢 Department of Education Victoria
📍 Bendigo