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.
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.
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.
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 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.
Responsibilities
The Leading Teacher - Vocational Learning Leader
will have overall responsibility for all aspects of Vocational Learning within the College.
This includes the leadership and development of programs related to and including the VCE Vocational Major as well as the management of students within that cohort.
The Vocational Learning Leader will work directly with the Pathways Leader, Careers team and the Curriculum Leader to develop effective and rigorous Vocational programs for the College.
The Vocational Learning Leader will work in tandem with the Senior School Leading Teacher, Assistant Principal and Year level Coordinators to manage students within the cohort and develop Vocational Programs.
The Leading Teacher for Vocational Learning Leader at Elevation Secondary College role includes but is not limited to:
Implementing and refining an effective and rigorous VCE Vocational Major program for the school
Leading the implementation of Vocational Major curriculum, pedagogy and assessment.
Liaising with Headstart for SBATs.
Leading the professional learning and development of VCE VM teachers
Managing the day to day student management needs of the VCE VM cohort of students
Working in tandem with the Senior School Leading Teacher in the overall implementation of the VCE and management of the senior cohort
Working with the Senior School and Pathways Leading Teachers to manage student pathways and transitions
Working with the VET Coordinator to manage the effective implementation of all VET programs
Management of day to day student behavioural, wellbeing and attendance matters
Maintaining an orderly learning environment within the school
Work with Middle School and Pathways teams to provide taster opportunities and Vocational program information to students
Collaborate with Senior School Assistant Principal, Senior School Leading Teacher and Pathways Leader to manage the selection of students for Vocational programs.
Contributing to and supporting the welfare and wellbeing of students through IEPs and SSGs, collaboration with the Mental Health Practitioner, coordination of wellbeing services and coordination of supports for VCE VM students




Supporting the implementation of Trauma informed education (Berry Street Model) and the School Wide Positive Behaviour Support (SWPBS)
Staff support and development including ad hoc support for staff in student related matters, formal mentoring and instructional coaching for staff and leadership of skilled learning
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 (see Workplace 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:
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:
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).
Applications close Tuesday 20 October **** at *****pm
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📌 2027 - Leading Teacher - Vocational Learning Leader (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne