Location:
Melbourne - CBD and Inner Metro suburbs
Reference:
*******
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.
Role
The Leading Teacher ¿ Teaching, Learning and Professional Practice provides instructional leadership to strengthen teaching practice, curriculum excellence and professional growth across the school.
Working in close partnership with the Leadership Team, Heads of Faculty and Learning Specialists, the role leads the implementation of evidence-based teaching and learning practices, supports curriculum development and evaluation, and coordinates professional learning to improve student outcomes.
The position plays a key role in delivering the School Strategic Plan through the development of a culture of continuous improvement, professional inquiry and collective teacher efficacy aligned with Department of Education and VIT requirements.
Time Release: 8 period per cycle
Term: 3 Years
Responsibilities
Instructional Leadership and School Improvement
Provide direct professional support to Heads of Faculty by partnering with them to strengthen instructional leadership, curriculum implementation and qualified learning within their teams
Work collaboratively with the Leadership Team to lead the implementation, monitoring and evaluation of teaching and learning priorities within the School Strategic Plan and Annual Implementation Plan
Support the School Leadership Team in embedding the FISO 2.0 Improvement Cycle and the VTLM 2.0 elements of teaching and learning across the school
Monitor and analyse school-wide student achievement, engagement and learning growth data to inform improvement strategies and promote evidence-informed practice
Coordinate and lead whole-school reviews and evaluations of curriculum programs, teaching practices and professional learning initiatives
Curriculum Leadership and Development
Collaborate with the Assistant Principal: Curriculum and Heads of Faculty to develop, implement and evaluate a rigorous, future-focused curriculum aligned with the MHS Statement of Purpose, the Victorian Curriculum 2.0 and VCE requirements
Lead continuous review and evaluation of curriculum programs, including assessment practices, course outcomes, consistency of assessment and alignment with strategic priorities
Support Heads of Faculty to strengthen curriculum design, implementation and review processes through the analysis of student learning data and research-informed practice
Promote innovative and evidence-based curriculum development that enhances student engagement, challenge and achievement
Foster pedagogical approaches that address the intellectual, emotional and social needs of academically gifted and high-achieving students
Assist in the planning and coordination of curriculum days, professional learning days and whole-school teaching and learning initiatives.
Teaching Practice and Professional Growth
Model and promote VTLM 2.0, effective classroom management and evidence-based assessment practices




Actively support teachers and Heads of Faculty to improve teaching and learning through instructional coaching, mentoring, collegial observation and feedback processes
Lead programs focused on reflective practice, professional inquiry, action research and continuous improvement
Coordinate and facilitate processes that support goal-setting, reflection and professional growth aligned with the Performance and Development Process
Provide guidance to staff in career development planning and the development of professional competencies aligned with the Australian Professional Standards for Teachers.
Professional Learning Leadership
Lead the design, implementation and evaluation of the school's Professional Learning Plan, ensuring alignment with Department priorities, VIT Standards and whole‐school improvement goals
Coordinate school-based professional development programs and support Heads of Faculty to develop, implement and evaluate faculty-based professional learning plans
Support the implementation of evidence-based improvement strategies through professional learning communities, inquiry cycles and collaborative practice.
Induction, Mentoring and Professional Standards
In conjunction with the Assistant Principal: Staffing and Operations, coordinate the induction and mentoring of graduate and new staff, ensuring alignment with school processes and VIT requirements
Support all teaching staff to meet VIT registration requirements, professional learning obligations and Department policy expectations
Coordinate programs and processes that support beginning teachers and staff transitioning into leadership roles
Promote professional accountability, reflective practice and adherence to the Australian Professional Standards for Teachers.
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) ******
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:
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:
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.
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).
Melbourne High School is a State Government high school for boys in years 9 to 12 with a current enrolment of ****.
Opening in **** it was Victoria¿s first state secondary school and moved to its current site in South Yarra in ****.
It is one of four academic select entry Government schools in Victoria.
Entry is by an examination in year 8, with a small Principal Discretionary Category.
Boys from any school in the state, or outside Victoria, may seek admission.
There is also a smaller intake by application and interview at years 10 and
11.
Students in years 9 and 10 undertake a course of core subjects (English, Mathematics, Science, History, Geography, Physical Education, Art, Music, and Languages ¿ Indonesian, Japanese, French and German) and have a choice of electives.
An extensive range of VCE studies across all learning areas is offered to students in years 11 and
12. A health and personal development course also operates at all levels.
The school places special emphasis on its co‐curricular program.
Years 9 and 10 students spend a week at the Outdoor Education Centre at Millgrove in the Yarra Valley.
Sport is compulsory at all levels.
The Music and Drama programmes are extensive and include the house choral competition in March, Winter Concert, musical and drama productions (generally conducted in cooperation with the MacRobertson Girls¿ High School) and the whole school Speech Night at the end of the year.
Students are also encouraged to form their own special interest clubs.
There are many opportunities for student leadership at all levels.
In addition to government funding the School seeks voluntary contributions from parents.
School address:
Forrest Hill, South Yarra, VIC ****
Applications close Tuesday 8 September **** at *****pm
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📌 Leading Teacher: Teaching, Learning And Professional Practice (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne