Leading Teacher Range 3: Teaching & Learning Coordinator - VPC

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.

SC6 Demonstrated capacity to lead and sustain improvement in VPC, building the capability of others and contributing to a positive, collaborative and high-performing culture in a senior secondary environment.

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 qualified learning.

SC6 Demonstrated capacity to lead and sustain improvement in VPC, building the capability of others and contributing to a positive, team-oriented and high-performing culture in a senior secondary environment.

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 qualified 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.

The Teaching & Learning Coordinator VPC provides leadership of the Victorian Pathways Certificate (VPC) program, ensuring high-quality curriculum implementation, effective program leadership and continuous improvement across diverse learning environments within the college.

The role leads and supports staff delivering the Victorian Pathways Certificate across EAL, Supported, Reconnect and NETschool streams, fostering a collaborative culture focused on student engagement, achievement, successful completion and pathway outcomes. The role provides curriculum leadership, supports staff performance and development and ensures program practices align with college expectations, VCAA requirements and contemporary evidence-informed practice.

As a member of the Curriculum Leadership Team, the role contributes to the development, implementation and evaluation of teaching and learning priorities across the college. The role works collaboratively with college leaders, Instructional Practice Leaders and program coordinators to strengthen curriculum quality, instructional consistency and student readiness for further education, training and employment.

Success is reflected through strong program leadership, effective curriculum implementation, staff collaboration and improved student engagement, achievement, successful completion and pathway outcomes.

Reporting relationships

Reports to: Assistant Principal Teaching & Learning

Works closely with: VPC teaching staff, Curriculum Leadership Team and college leaders

Direct reports: Staff within the VPC program

Other requirements

Teaching allotment: The role includes a teaching load, currently equivalent to four classes (840 minutes per week), and a role as an Advisor for approximately 16 students.

College events: This role includes participation in parent and student information evenings, Open Days and other college-wide events, some of which may occur outside normal school hours.

Success in the role

Student outcomes

- Students experience high-quality learning programs that support engagement, achievement, successful completion and pathway readiness across all VPC streams. (VPC program leadership and curriculum; Curriculum implementation and quality)
- Students experience consistent curriculum,



assessment and learning practices that support success while responding to the distinct needs of EAL, Supported, Reconnect and NETschool settings. (Curriculum implementation and quality)
- Student engagement, attendance, achievement and pathway outcomes improve through evidence-informed teaching, learning and improvement practices. (Program improvement and student outcomes)

Staff outcomes

- VPC teaching staff experience effective leadership, professional support and opportunities to strengthen capability, collaboration and professional practice. (Staff leadership and support)
- Staff confidence and capability continue to grow through professional conversations, feedback, collaboration and responsive support. (Staff learning and progression)
- Distributed leadership strengthens collaboration, ownership and continuous improvement across the VPC program. (Staff leadership and support; Collaboration and partnerships)

Program outcomes

- The VPC program provides consistent, high-quality learning experiences that support student success across diverse learning environments. (VPC program leadership and curriculum; Curriculum implementation and quality)
- Program improvement priorities are informed by evidence and contribute to improved student engagement, attendance, achievement and pathway outcomes. (Program improvement and student outcomes)
- College teaching and learning priorities are implemented consistently and effectively across the VPC program. (VPC program leadership and curriculum; Program improvement and student outcomes)
- Strong collaboration across curriculum, engagement, wellbeing and inclusion teams supports coordinated approaches to student success. (Collaboration and partnerships)
- Communities of Practice and professional partnerships strengthen curriculum alignment, pathway readiness and successful transitions for students. (Collaboration and partnerships)
- Program resources, workforce planning and operational decisions support sustainable program delivery and continuous improvement. (Resource and operational coordination)

Responsibilities

VPC program leadership & Curriculum

- Lead the Victorian Pathways Certificate program to ensure high-quality curriculum implementation, effective teaching and learning practices and alignment with college priorities.
- Establish clear expectations and promote a collaborative culture focused on student engagement, achievement, successful completion and pathway outcomes.
- Support the implementation of college teaching and learning priorities and establish clear expectations for consistent practice across all VPC streams.

Staff leadership and support

- Provide leadership, support and line management for staff within the VPC program.
- Build staff capability through professional conversations, feedback, performance and development processes and responsive support.
- Support induction and transition of new staff and contribute to workforce planning, staff allocation and recruitment processes.
- Establish and support distributed leadership across the VPC program to strengthen collaboration, accountability and continuous improvement.

Curriculum implementation and quality

- Lead the planning, implementation and review of curriculum programs across the Victorian Pathways Certificate.
- Ensure curriculum delivery, assessment practices and learning experiences align with college expectations, VCAA requirements and contemporary evidence-informed practice.
- Promote consistency and quality across EAL, Supported, Reconnect and

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📌 Leading Teacher Range 3: Teaching & Learning Coordinator - VPC (Bendigo)
🏢 Government schools
📍 Bendigo