Job Description
Leading Teacher of Engagement & Wellbeing n
The Centre for Higher Education Studies (CHES) is a vibrant centre-of-excellence for high-ability secondary students from government schools across Victoria.
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This is a recent Leading Teacher position - and will work closely with the Assistant Principal (Positive Climate for Learning). The role description is included below in this advertisement - and the time allocation for this position is likely to be about 8 hours per week (TBC). The initial tenure for this position is 3 years.
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We specialise in these four VCE subjects for high-achieving students across Victoria:
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VCE Algorithmics 3 & 4
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VCE Extended Investigation 3 & 4
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VCE Specialist Maths 1 - 4
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VCE Classical Studies 1 - 4
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VCE Philosophy 1 - 4
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We also offer Year 10 Enrichment Electives (about one hour per week) that introduce students to these subject areas, including:
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Critical Thinking for Creative Minds
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Research Matters
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Lingolab: Unveiling the Wonders of Real-World Language
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Introduction to Algorithmics
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Maths Investigations
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Planet Under Pressure: Introduction to Environmental Science
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Conflict, Power and Dignity: Introduction to Classical Studies
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The capacity to teach one or more of these subjects - or to learn to teach them - is important.
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In addition, we support up to 30 first-year university courses (Higher Education Studies) for students across Victoria through university partnerships. These courses are taught and assessed by university academics and tutors.
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Our website
:
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The leadership team includes:
Principal
;
Assistant Principal
of Positive Climate for Learning; Operations & OHS;
Assistant Principal
- Excellence in Teaching & Learning / Skilled Learning;
Leading Teacher
of Enrichment;
Learning Specialist
- Leader of Curriculum & Pedagogy;
Business Manager
and
IT Manager
.
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In terms of student engagement and wellbeing, we apply the School-Wide Positive Behaviour Support (SWPBS) framework.
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CHES has beenestablished by the Victorian Government to engage and meet the needs of high-ability students in the senior secondary years and to promote extension, enrichment and early access to university courses. We commenced programs in **** asa purpose-built co‐educational school where high‐achieving and high‐ability students can find the support, structure and space to extend their learning beyond a mainstream programme.
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To access our programs, students are enrolled part‐time from government schools across Victoria. CHES provides a suite of programmes through our state‐of‐the‐art facility and learning management systems. At CHES all teaching staff have responsibilities for the delivery of high‐quality VCE programmes and to actively support the wellbeing, engagement and academic progress of students.
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Significant professional learning opportunities and supports are provided to all new teachers on their appointment to a position at CHES. Our school values are Reach, Connect, Understand and Think Ahead, and we pride ourselves on our collegiality, collaboration and support - and our excellent relationships with partner schools and universities.
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CHES is a hub to enrich and celebrate student learning
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The state‐of‐the‐art CHES facility is a four‐storey building located at 669 Chapel Street in South Yarra and features a state‐of‐the‐art classrooms, auditorium for masterclasses and seminars, university‐standard science laboratories, small group tutorial rooms, a professional learning space, and a rooftop terrace. These learning spaces reflect the CHES hybrid approach to teaching and learning with the capacity to easily teach students on‐site and online at the same time so that students can access our subjects from anywhere in Victoria.
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In **** we anticipate an enrolment of 330 to 360 VCE students and about 150 Year 10 students taking an Enrichment Elective with us – please note that these students are enrolled just part‐time with us (usually taking just one or two subjects with us), while remaining enrolled at their base school. Approximately 20% of our students participate from rural and regional Victoria.
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Our unique curriculum programmes – and our enhanced focus on comprehensive enrichment opportunities
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Students participating in CHES programmes remain enrolled at their base secondary school and are supported to undertake a programme through CHES as part of their VCE programme. Working in close partnership with their schools, students are enrolled in a CHES course for a fraction of their timetable (students typically study just one or two subjects with CHES) with the remainder of their enrolment and timetable reflecting the subjects being completed at their base school.
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Students who undertake a HES or VCE subject through CHES also have access to other student enrichment opportunities, which include seminars, masterclasses and networking with universities and industry leaders.
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Local network partnerships
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CHES has established partnerships with a foundation network of five local schools (Mac.Robertson Girls High School, Melbourne Girls College, Melbourne High School, Prahran High School and Richmond High School) and those schools are also able to deliver their own VCE classes within the CHES facility when our spaces are not fully utilised for CHES programmes.
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CHES also leads professional learning for teachers in schools around Victoria on meeting the needs of high‐ability students.
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Modes of curriculum delivery
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To enable students across Victoria to access CHES programmes, including rural and regional students, CHES programmes are accessible online through our virtual platforms as well as on‐site. CHES uses a hy‐flex delivery mode, so that classroom delivery, discussion and collaboration opportunities are available to those students who are engaging online. Comprehensive orientation programmes and enrichment opportunities are available to students.
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CHES hours – innovative hy‐flex arrangements
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In terms of scheduling and work hours, please note that while most of our lessons are scheduled during a normal school day, we also hold a 90‐minute live lesson for each of our VCE subjects from 4.30pm to 6.00pm on one afternoon per week and one 60‐minute `live lesson' for each Year 10 Enrichment Elective once per week 3.45pm – 4.45pm, to enable as many students as possible to join the class after their regular school day. On those days, teaching staff commence work at *****am and finish at 6.00pm.
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Additional flexible working arrangements are available for staff through discussion and negotiation with the principal, including opportunities to work from home (max one day per week) and part‐time work.
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Access to CHES
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CHES is an award‐winning 4‐storey state‐of‐the‐art facility with university‐standard laboratories, contemporary classrooms, and comfortable workspaces. We are located centrally on Chapel Street in South Yarra. Consistent with other inner city vertical schools, there is no staff car parking available on‐site but there is convenient access through a range of public transport options nearby.
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Location Profile
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Selection Criteria
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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.
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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 programmes on student learning growth.
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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.
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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.
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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.
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SC6
Demonstrated ability to lead and coordinate excellent wellbeing and engagement supports for high‐ability secondary students and promote student leadership, voice and agency to enhance academic and personal growth.
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Role
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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 programme of a school.
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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.
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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 programme.
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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.
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Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
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Responsibilities
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Student Wellbeing
and Attendance
Support
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Coordinate support for students with specific wellbeing and engagement needs enrolled in CHES VCE and EE programmes. Collaborate with the Assistant Principal, Mental Health Practitioner, Academic Support Officer, teachers, base school supervisors, and families, particularly for those with specific wellbeing and engagement needs, including support to realign behaviours with the CHES SWPBS matrix and expectations. Assist with travel arrangements for rural and priority groups.
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Organise and conduct Student Support Group (SSG) meetings on an as‐needed basis with students, parents, and base schools to address wellbeing, engagement, and progress concerns.
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Maintain accurate, comprehensive, and timely records of wellbeing, engagement, and achievement issues for VCE and EE students using Compass and OneNote.
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Foster positive relationships between staff and students, promoting a strong sense of belonging.
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Design, lead, and contribute to skilled learning activities focused on SWPBS, engagement, and wellbeing.
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Ensure staff are informed about special provisions, students at risk of receiving an 'N' result, and progression requirements aligned with VCAA policies for VCE.
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Oversee the monitoring, review, and management of VCE and EE student absences, noting that the Academic Support Officer manages day‐to‐day attendance and record-keeping.
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Alignment
with Policies and Processes
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Support exam arrangements and oversee VASS data entry in collaboration with the Assistant Principal, while the Academic Support Officer manages data entry and base schools handle exam logistics.
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Ensure clarity and consistency in VCE assessment instructions distributed to schools, triage with the Academic Support Officer, and serve as the key contact for related queries.
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Lead the ongoing development and refinement of VCE and EE policies, practices, and programmes.
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Participate actively in the ongoing implementation of SWPBS at CHES.
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Program Coordination and Student Engagement
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Coordinate the planning, organisation, and execution of events that promote social connection among CHES students, including managing the VCE Orientation camp schedule and logistics, VCE and EE seminar days, and the EE final Showcase event to celebrate student achievements.
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Oversee the induction of students during and outside regular intake periods.
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Facilitate student participation in enrichment opportunities in partnership with the Leading Teacher of High Ability Enrichment and Engagement.
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Lead and support student voice and agency by selecting and developing student leaders across all cohorts (EE, VCE, HES).
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Collaborate with all CHES staff to foster a strong student identity and support positive staff-student relationships.
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Support the promotion of CHES VCE subjects and Enrichment electives and respond to related enquiries.
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Strategic Planning and System Leadership
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Lead and manage the development, implementation, and ongoing evaluation of the Individual Achievement Plans (IAPs) cycle, ensuring engagement from staff and students. Tailor these plans to meet the talents, needs, and aspirations of high‐ability students, fostering both rigorous academic and personal growth.
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Work closely with CHES Assistant Principals and the School Improvement Team to embed high‐ability education across the broader education system through instructional leadership, partnership development, and innovation.
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Contribute to school policy development and strategic planning to support continuous improvement in high‐ability education at CHES.
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Actively participate in the school leadership team, promoting a culture of excellence in teaching and learning for high‐ability students.
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Review Performance and Development Plans and Statements of Expectations with selected staff.
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Perform other duties as directed by the Principal.
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Membership
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Member of the School Improvement Team
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Member of the Engagement and Wellbeing Team
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Who May Apply
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Teachers currently registered or eligibl

📌 Leading Teacher Of Engagement & Wellbeing (Melbourne)
🏢 Government schools
📍 Melbourne