Government schools – Melbourne Northern Suburbs VIC

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.

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 cooperative 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 Lea

📌 Leading Teacher (Melbourne)
🏢 Government schools
📍 Melbourne