Selection Criteria

SC1 Curriculum and school improvement

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 Teaching and learning impact

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 Assessment data and feedback

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 Collaborative leadership

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 Department values and professional learning

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 Senior English improvement leadership at KSC

Demonstrated capacity to lead sustained improvement in Years 10¿12 English learning and VCE English outcomes through coherent curriculum, explicit teaching, rigorous assessment and moderation, and the development of teacher expertise. Demonstrated ability to collaborate effectively with staff members to develop a progressive Years 7¿12 scope and sequence, and to use student learning and VCE evidence to identify priorities, implement targeted improvement strategies and evaluate their impact on student achievement and readiness for further education.

Role

Leading Teacher Senior English Years 10 to 12

Classification: Leading Teacher

Reports to: Assistant Principal ¿ Teaching & Learning

Portfolio: Teaching and Learning

Primary leadership responsibility: Years 10¿12 English

Role purpose The Leading Teacher ¿ Senior English Years 10¿12 leads improvement in senior English teaching and achievement, with a particular focus on stronger VCE English results and expanded opportunities for further education, training, and employment.

The role strengthens curriculum, assessment, and teacher practice in line with the College Strategic Plan and Annual Implementation Plan, the KSC Instructional Model and VTLM 2.0. It promotes a rigorous, low variance curriculum with consistent expectations and responsive support for student learning.

The Senior English Leader directly leads Years 10¿12 and works in partnership with the Years 7¿9 English Leader to develop a coherent Years 7¿12 scope and sequence that builds the foundations for senior success.

Responsibilities

Key responsibilities

English improvement strategy and evaluation

¿ Develop and lead a Years 10¿12 English improvement plan with agreed achievement targets, priorities, milestones, and measures of impact.

¿ Analyse VCE study score distributions, examination performance, School-assessed Coursework (SAC), General Achievement Test (GAT) results and available comparative data to identify priorities for curriculum, teaching, and support.

¿ Interpret differences between performance measures in context and investigate patterns using student work and other evidence.

¿ Regularly evaluate progress against the plan and report findings, risks, and recommended adjustments to the Assistant Principal ¿ Teaching & Learning.

Curriculum coherence and progression

¿ Lead the development, implementation, and review of the Years 10¿12 English curriculum, aligned with applicable Victorian Curriculum requirements and current VCAA study designs.

¿ Work with the Years 7¿9 English Leader to develop and maintain a Years 7¿12 scope and sequence that progressively builds reading comprehension, vocabulary, writing, text and argument analysis, and oral communication.

¿ Use evidence of senior learning needs to identify gaps, unnecessary repetition, and priorities for earlier teaching, while retaining appropriate curriculum breadth and challenge at each year level.

¿ Agree clear expectations for learning by the end of Year 9 and through Years 10¿12 to inform transition planning and timely support.

¿ Work with the EAL Coordinator to strengthen curriculum alignment and appropriate pathways for EAL students.

Assessment and moderation

¿ Lead senior English assessment redesign so that tasks assess intended learning, provide appropriate challenge and generate useful evidence of student progress.

¿ Establish common assessment expectations and regular moderation across Years 10¿12, using student work, agreed criteria and exemplars to strengthen the consistency of teacher judgements.

¿ Work with the Years 7¿9 English Leader to align assessment expectations across the years and increase complexity as students develop.

¿ Support teachers to use assessment evidence to identify what students have learned, adjust teaching and provide timely, precise feedback that students use to improve their work.

Explicit teaching and teacher capability

¿ Lead consistent implementation of the KSC Instructional Model and VTLM 2.0 in senior English, including retrieval, explicit explanation, and modelling, guided and independent practice, and checks for understanding.

¿ Strengthen the explicit teaching of vocabulary, reading, text, and argument analysis, and writing through worked examples, purposeful practice and responsive teaching.

¿ Build teacher expertise through collaborative planning, targeted professional learning, classroom observation, modelling, and coaching,



in collaboration with relevant Learning Specialists.

¿ Lead team discussions grounded in student work and classroom evidence, share effective practice and support new or less experienced teachers.

¿ Work with the Years 7¿9 English Leader to strengthen shared instructional expectations and professional collaboration across the English team.

Student progress and preparation for senior success

¿ Establish regular monitoring of Years 10¿12 student progress using assessment evidence and learning readiness indicators to identify students requiring intervention, extension, or closer monitoring.

¿ Coordinate targeted academic support with teachers and relevant leaders, students, and families; review its impact and adjust it as needed.

¿ Ensure additional support complements strong classroom teaching and enables students to develop the knowledge and skills needed for successful progression.

¿ Establish consistent expectations for sustained reading, analytical and written practice, revision, and examination preparation, including timed responses.

¿ Work with teachers and relevant leaders to address attendance, effort and work completion concerns that affect learning and senior pathway opportunities.

VCAA compliance and program integrity

¿ Maintain current knowledge of VCAA English requirements and ensure teachers understand relevant study design changes, assessment advice, and examination expectations.

¿ Oversee curriculum and assessment documentation, SAC processes, authentication and reporting in collaboration with the relevant College leaders.

¿ Identify and address compliance or program risks promptly with college leadership.

Indicators of impact

Impact will be evaluated against agreed baselines and college targets, with cohort context taken into account. Evidence will include:

¿ Improvement in VCE English achievement over time, including the study score distribution, fewer very low results, and stronger achievement across the cohort.

¿ Demonstrated growth in Years 10 and 11 learning and stronger preparation for the demands of senior English.

¿ Implementation of a coherent Years 7¿12 scope and sequence, with identified curriculum gaps addressed.

¿ More consistent assessment judgements and evidence that moderation and feedback improve teaching and student work.

¿ Improved teacher practice evident in planning, classroom observation, and student learning.

¿ Measurable progress for students receiving targeted intervention or extension.

Leadership expectations

As a member of the College Leadership Team, the Senior English Leader will:

¿ Contribute to whole-school improvement and implement agreed college directions.

¿ Model high expectations, skilled conduct, and clear, respectful communication.

¿ Build collective responsibility for student outcomes and the capability of colleagues.

¿ Work collaboratively with the Years 7¿9 English Leader, respecting each leader¿s area of responsibility.

¿ Engage in constructive professional dialogue and ongoing leadership development.

Who May Apply

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 2024, 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 2016 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 at Recruitment in Schools.

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 [email protected]

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:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview

Other Information

Please ensure that your application (online via School Jobs Victoria) includes:

- a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business and home and VIT number)
- a response addressing each of the selection criteria (recommended 1 to 1¿ pages per criteria)
- Names and contact numbers (mobile telephone number/s and email) of at least three referees who can attest your key selection criteria responses.

Please note that the selection panel may seek additional referees beyond those you name. Where we take this action, we will notify you of our intention.

Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Aylin Gökmen at [email protected] prior to the closing date of applications.

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 2024, 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 2016 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 at Recruitment in Schools.

Location Profile

Kurunjang Secondary College is a government school in Melbourne¿s west, with an enrolment of approximately 890 students from Years 7 to 12. The college is inclusive and community-focused, with a strong commitment to academic growth, student engagement, and equitable access to future pathways. Guided by the shared purpose ¿we learn, grow and achieve together,¿ the college prioritises high expectations and collective achievement.

The college is undertaking a significant phase of renewal, aligned with the Victorian Teaching and Learning Model (VTLM 2.0), Multi-Tiered System of Supports (MTSS), and the Science of Learning. These frameworks inform all aspects of practice -curriculum, engagement, wellbeing, and leadership¿ensuring clarity, consistency, and evidence-based decision-making across the college.

The Kurunjang Literacy Program (KLP) delivers explicit, targeted literacy instruction in Years 7¿ 9, incorporating the Science of Reading, structured phonics, and comprehension strategies. Numeracy pathways provide scaffolded support and extension through classroom-based intervention, co-teaching, and differentiated instruction.

In 2025, the college is trialled a Ready to Learn Room to strengthen Tier 2 engagement and behavioural support. Outcomes from this trial will inform future planning as Kurunjang continues to enhance its multi-tiered support systems. The college is also transitioning to the Positive Climate for Learning ¿ Managing Schoolwide Behaviour (PCMS) model, establishing a consistent approach to expectations, routines, and consequence systems aligned with DE guidance.

Kurunjang operates a vertical House structure across Years 7¿12, with four Houses led by dedicated House Leaders and support teams. Senior students access a broad curriculum, including VCE (VM and VPC), VET, and vocational pathways, with acceleration opportunities and access to Western Edge Cluster programs.

Major capital works commenced in September 2025, including construction of a new Learning Centre to enhance contemporary, inclusive learning spaces. These developments reflect the college¿s strategic commitment to becoming a future-focused, high-performing school of choice within the Melton community.

Located just 35¿40 minutes from inner Melbourne via V/Line or major arterial roads, Kurunjang offers a more efficient and predictable commute than many schools in the inner-west or northern growth corridors. The college provides a collaborative and professional setting for staff dedicated to evidence-informed practice, student growth, and collective responsibility.

📌 Leading Teacher Range 3 (Melbourne)
🏢 Government schools
📍 Melbourne