Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Loddon Mallee - Greater Bendigo

Reference: 1537447

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

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, collaborative 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

Year-level Leading Teacher would act as the primary leaders accountable for the overall experience and performance of their assigned cohort. Their work would integrate learning, behaviour, attendance, wellbeing and engagement rather than separating these areas. Their roles are accountable for the day-to-day leadership of wellbeing, behaviour, attendance and pastoral care, while also using academic, attendance and wellbeing data to trigger intervention and extension and leading a culture focused on learning and high expectations.

Each year-level Leading Teacher will:

- Lead and develop the year-level coordinators, Learning and Connection Mentors and other staff supporting the cohort.
- Establish a clear year-level improvement plan aligned with the College AIP.
- Monitor the quality and consistency of the teaching and learning experience across the year level.
- Analyse learning achievement,



assessment, attendance, punctuality, behaviour and engagement data.
- Lead regular cohort data reviews and ensure identified students receive timely intervention, extension or support.
- Work with Learning Area Leaders to identify curriculum, assessment or instructional issues affecting the cohort.
- Monitor student progress across subjects rather than considering behaviour or learning concerns in isolation.
- Lead consistent implementation of Our Expected Learning Behaviours and the Educational Response to Behaviour.
- Lead early identification and case management of students at risk of disengagement.
- Oversee significant student-management matters beyond the reasonable responsibility of classroom teachers and coordinators.
- Strengthen student voice, agency, leadership and opportunities to contribute to the College and community.
- Ensure behaviour responses are calm, consistent, timely, educative and appropriately documented.
- Provide practical support to classroom teachers in responding to students whose behaviour is disrupting the learning of others, including intervention and coordination of appropriate supports (link to assistance line).
- Lead attendance, punctuality and re-engagement processes for the year level.
- Strengthen connection between students, their Learning and Connection Mentor and the broader College.
- Lead targeted responses for students displaying emerging disengagement.
- Coordinate complex student case management with Assistant Principals, Wellbeing, Inclusion & Leading Teacher: High Expectations, Attendance and MTSS along with classroom teachers and families.
- Ensure relevant IEPs, behaviour support plans, safety plans and reasonable adjustments are documented, accessible, understood and implemented.
- Develop student voice, agency, leadership, belonging and year-level identity.
- Maintain proactive communication with families about both student progress and emerging concerns.
- Oversee key year-level activities, transitions, camps, assemblies and recognition processes.
- Evaluate and report on the impact of year-level structures, programs and interventions.
- Oversee the presentation, organisation and effective use of learning spaces within their allocated building

Key Responsibilities: Leading Teacher: Year 9 Learning, Engagement and Pathways To lead a rigorous and engaging Year 9 experience that strengthens achievement, agency, aspiration and connection while progressively preparing students to make informed decisions about Year 10 and their future pathways.

In addition to the common year-level responsibilities, the Year 9 Leading Teacher will:

- Develop and lead a Year 9 engagement strategy responsive to the developmental needs of middle-years students.
- Monitor learning growth and active participation across the cohort, including the use of Year 9 NAPLAN and other learning data.
- Coordinate processes associated with NAPLAN in partnership with the Assessment and Data Leading Teacher.
- Lead early identification and case management of students at risk of disengagement.
- Strengthen student voice, agency, leadership and opportunities to contribute to the College and community.
- Work with Domain Leaders to examine the level of challenge, active participation and consistency experienced by Year 9 students.
- Work with Careers and Pathways staff to embed progressive pathways education and aspiration building.
- Oversee Year 9 into Year 10 course information, counselling and subject-selection processes.
- Ensure students and families understand the relationship between Year 9 learning, Year 10 choices and senior secondary pathways.
- Monitor access to extension, intervention and alternative engagement opportunities.
- Evaluate the impact of specialist, enrichment and engagement programs on student outcomes.
- Deliver the Year 9 Volunteer day program.

Initial-year priorities Establish a coherent Year 9 learning and engagement strategy.

Develop a Year 9 early-warning and intervention dashboard.

Strengthen the Year 9¿10 course-selection and counselling process.

Strengthen student voice, agency and leadership opportunities.

Establish a progressive pathways and aspiration program.

Review the impact of Year 9 programs on attendance, engagement and learning.

Indicators of impact

Improved attendance and participation.

Increased student understanding of pathways and subject choices.

Improved NAPLAN participation and learning-growth information.

Reduction in passive disengagement and incomplete work.

Greater student voice, agency and leadership.

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 [email protected]

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.

Location Profile

College Profile Bendigo South East Secondary College is a Year 7¿10 secondary college located in Flora Hill, Bendigo. The College is entering an important current 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 Assistant Principal position represents a significant opportunity to contribute to the next stage of the College¿s development. The successful applicant will join a Principal Team committed to working collectively, visibly and strategically to bring about sustainable change for students, staff and the broader school community.

Applications close Thursday 20 August 2026 at 11.59pm

Posted

7 August 2026

📌 Leading Teacher - Year 9 Learning, Engagement and Pathways (Bendigo)
🏢 Government schools
📍 Bendigo