Leading Teacher - Sub-School Leader (Junior)
Department of Education Victoria – Melbourne VIC
8h ago , from Department of Education & Training Victoria
Diamond Valley College is a proud and thriving secondary school on the northern urban fringe of Melbourne. We serve students from both suburban and rural communities, including Diamond Creek, Hurstbridge and Doreen, and smaller communities such as Kinglake, St Andrews and Panton Hill. This diversity is one of our greatest strengths. It enriches the college experience and builds a strong sense of belonging among our students, staff and families.
Our college values of Confident, Curious, Cooperative and Caring are new, and we embed them alongside the School-Wide Positive Behaviour Support (SWPBS) initiative to create a calm, respectful and purposeful learning setting. Our strategic priorities are clear: improving attendance, strengthening SWPBS, and lifting outcomes for every student. We are also building consistent, evidence-based teaching across all learning areas, guided by the Victorian Teaching and Learning Model (VTLM) 2.0. We support this through instructional coaching and collaborative professional learning, because the best thing we can do for our students is invest in the capability of our staff.
We have invested in our facilities to support this work. They include the Performing Arts Centre, with modern music facilities and a 150-seat theatre, a revitalised Resource Centre with a redesigned library and suite of classrooms, a new Science Centre, and significant upgrades to student amenities and the Technology Centre.
With approximately 870 students expected in **** and continued growth ahead, Diamond Valley College offers a comprehensive curriculum that supports the diverse pathway goals of our students. We are large enough to provide a wide range of academic options and small enough to deliver the personalised care that our students and their families value.
Our strong ties with local primary schools and the wider community help us respond to the needs of our students. Our High Achievers Program (HAP) has been redesigned so that all Year 7 students can access it. Extension and enhancement are then built into the curriculum as students move up, so that by Year 9 high expectations are part of everyday learning. Our highly sought-after Sports Academy, established in ****, offers programs in AFL, netball, basketball, tennis and elite gymnastics support.
In Years 7 to 10, we offer a broad and inclusive curriculum with a strong emphasis on student agency. Our Senior Sub School (Years 11¿12) provides an extensive VCE program, including the VCE Vocational Major (VM), with VET and pathway options to suit every student's goals. Students also have excellent opportunities for student voice and leadership, and comprehensive extra-curricular opportunities that includes sport, music, public engagement, camps and overseas travel. Together, these ensure a well-rounded and enriching educational experience.
Selection Criteria
SC1 Demonstrated expert knowledge of the relevant curriculum, including the middle years of schooling and the transition from primary to secondary school. Demonstrated ability to lead and manage the implementation of school priorities, including attendance, School-Wide Positive Behaviour Support (SWPBS) and improved outcomes for all students.
SC2 Demonstrated ability to lead the planning and implementation of evidence-based teaching and engagement strategies, aligned with the Victorian Teaching and Learning Model (VTLM) 2.0, that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of teaching and learning programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and analyse student attendance, engagement, wellbeing and learning data at a class, cohort or whole-school level, and use it to lead improvement and early intervention. Demonstrated ability to support others to use data to inform practice, and to give feedback on student 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, including managing sensitive and complex situations with empathy and professionalism.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values and the College values, and to support colleagues to adopt them. Demonstrated ability to reflect on your own, others' and whole-school practice, and to contribute to whole-school professional learning.
Role




Leading Teachers are highly skilled classroom practitioners who undertake leadership and management roles commensurate with their salary range. Their role is to improve the skill, knowledge and performance of the teaching workforce and to improve the school's curriculum program.
Typically, Leading Teachers coordinate a number of staff to achieve improvements in teaching and learning. This involves coordinating and professionally supporting colleagues through modelling, collaboration and coaching, and using processes that develop knowledge, practice and professional engagement in others.
Leading Teachers lead and manage a significant area or function of the school with a high degree of independence, ensuring the effective development, provision and evaluation of the school's education program. They contribute significantly to policy development relating to teaching and learning, and have a direct impact on the achievement of school goals. They are usually responsible for implementing one or more priorities in the school's strategic plan.
At Diamond Valley College, the Years 7-8 Sub-School Leader leads the junior sub-school and is responsible for attendance, behaviour, engagement and wellbeing for those year levels. They shape students' first experience of secondary school, building a positive, inclusive culture in which every student is known, supported and challenged. They work with the College Leadership Team and the other Sub-School Leaders to ensure consistent practice across the College. They implement the College's strategic priorities of improving attendance, strengthening SWPBS and increasing outcomes for all students, and embed the College values of Confident, Curious, Cooperative and Caring.
Responsibilities
The Sub-School Leader leads and manages the Years 7 and 8 cohort, which includes attendance, behaviour, engagement and wellbeing.. They work within the wider leadership team to ensure consistent whole-school practice and contribute to whole-school improvement initiatives linked to the strategic plan.
Areas of responsibility and accountability:
Culture, behaviour and wellbeing
Provide a child safe environment, in accordance with the Child Safe Standards.
Lead and manage safe, inclusive and orderly learning environments, in collaboration with other school leaders.
Lead the consistent implementation of SWPBS and restorative practices, in collaboration with the other Sub-School Leaders.
Lead proactive and positive behaviour, wellbeing and attendance strategies and events, including assemblies and recognition of students.
Lead and manage the implementation of school operations and policies relating to student welfare, attendance and discipline.
Be responsible for general discipline matters beyond the management of classroom teachers.
Attendance, engagement and student support
Lead the management of student attendance, engagement and wellbeing for Years 7-8, using data to identify patterns and intervene early.
Monitor attendance, engagement, wellbeing and learning data for the cohorts, and develop and monitor intervention strategies (e.g. modified timetables, behaviour support plans, behaviour trackers).
Manage complex student wellbeing, behaviour and engagement matters, including detentions, suspensions and parent complaints.
Case manage students in conjunction with the Inclusion and Wellbeing teams, and with external agencies where appropriate. This includes referrals to school-based supports and DE initiatives (e.g. Student Support Services, Navigator) and to external agencies (e.g. Orange Door, Anglicare).
Communicate essential information to students, parents and carers, and teachers.
Transition, learning and programs
Liaise with Community and Transition leader to transition incoming Year 7 students, in partnership with primary schools and families, so that students have a settled and connected start to secondary school.
Support the quality and consistency of teaching and learning across Years 7-8, in partnership with Learning Specialists, instructional coaches and curriculum leaders, aligned with VTLM 2.0.
Monitor academic progress and coordinate timely support for students who are at risk of disengagement or underperformance.
Be responsible for the Years 7-8 homegroup and PDL program,



including homegroup composition.
Manage key engagement and wellbeing programs and events for the cohorts, including camps and engagement programs.
Leadership and staff
Direct and manage the work of Year Level Coordinators and sub-school administration.
Professionally develop staff, with specific reference to student engagement and wellbeing.
Contribute to the overall leadership and management of the school, including proposals for School Council consideration.
Other duties as directed by the Principal.
Teams responsible for:
Year Level Coordinators (Years 7 and 8)
Sub-School Assistant
Homegroup 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) via*******@
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:

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:

Other Information
No job description available
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
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).
Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.
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📌 Leading Teacher - Sub-School Leader (Junior) (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne