Government schools – Melbourne Northern Suburbs VIC
Elevation Secondary College is looking to recruit high quality, evidence-based practitioners for the **** school year.
Elevation Secondary College is an evidence-based school in Melbourne's booming northern growth corridor.
Situated approximately 23 kilometers from Melbourne, we service the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further North to Mickleham.
We first opened our doors in ****, to a purpose built, state of the art educational facility with a Science, Technology and Arts building, as well as a general-purpose Learning Community building, Administration Centre and Library.
In **** our school has grown to over **** students from Year 7-12 and we celebrated our inaugural graduating class in December ****.
Renowned for its performance based professional learning culture, in ****, Elevation Secondary College was named #1 best place to work for the not-for-profit sector by the Australian Financial Review.
In ****, it was named in Prosple¿s Top 100 Graduate Employers in Australia.
School Vision
Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students.
The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.
Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum.
Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour.
All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model.
The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.
Professional Learning Culture
Elevation Secondary College has a powerful professional learning culture, based on the idea that: ¿if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve¿ Dylan Wiliam University of London.
Staff at the school maintain a professional approach to teaching and learning.
The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice.
Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.
Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement,



wellbeing and inclusion.
Location Profile
Elevation Secondary College is looking to recruit high quality, evidence-based practitioners for the **** school year.
Elevation Secondary College is an evidence-based school in Melbourne's booming northern growth corridor.
Situated approximately 23 kilometers from Melbourne, we service the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further North to Mickleham.
We first opened our doors in ****, to a purpose built, state of the art educational facility with a Science, Technology and Arts building, as well as a general-purpose Learning Community building, Administration Centre and Library.
In **** our school has grown to over **** students from Year 7-12 and we celebrated our inaugural graduating class in December ****.
Renowned for its performance based qualified learning culture, in ****, Elevation Secondary College was named #1 best place to work for the not-for-profit sector by the Australian Financial Review.
In ****, it was named in Prosple¿s Top 100 Graduate Employers in Australia.
School Vision
Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students.
The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.
Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum.
Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour.
All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model.
The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.
Professional Learning Culture
Elevation Secondary College has a powerful professional learning culture, based on the idea that: ¿if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve¿ Dylan Wiliam University of London.
Staff at the school maintain a professional approach to teaching and learning.
The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice.




Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.
Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement, wellbeing and inclusion.
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 professional learning.
SC6 Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus.
The ability to balance high expectations of all learners with inclusivity and positive education practices.
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 professional 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
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📌 2027 - Leading Teacher - Vocational Learning Leader (Melbourne)
🏢 Government schools
📍 Melbourne