(LSB-480) - Leading Teacher - Mathematics Domain Leader (Leading Teacher Range 3)

(LSB-480) - Leading Teacher - Mathematics Domain Leader (Leading Teacher Range 3)

15 Sep
Schools (Government)

15 Sep

Schools (Government)


Location Profile

Tarneit Senior College – ‘Integrity, Innovation & Focus’.

Tarneit Senior College is located in a developing area of Werribee, approximately 25 kilometres from the Melbourne CBD.

The college is experiencing a period of sustained growth for both the suburb and school over the next 5 to 10 years. In 2020 we have approximately 725 students enrolled. In 2021 the expected enrolment will increase to approx. 820 students with a long term enrolment projection of up to 2000 students.

Our feeder schools are local P-9 colleges, including Baden Powell College, Truganina P-9 College and Tarneit P-9 College. Significant enrolment also comes from new families moving into Tarneit.

Comprehensive curriculum,

pathways and transition programs enable the College to cater for the academic and vocational needs of students. The college offers a comprehensive and rich VCE program that caters for student preference, and a well-established VCAL program that allows for applied learning. There is emphasis on the social, emotional, cultural and academic needs of our students in order to develop their full potential.

Through a caring and safe ‘House’ structure; individual students are encouraged to think, reflect and develop into successful learners so that they can take their place in society as informed, responsible and active members of the community of Tarneit and beyond.

We encourage our students to participate in our extensive range of extra-curricular activities and community engagement programs which are tailored to suit a range of interests and abilities. We believe participation in these programs improves academic performance, builds connectedness to peers, expands student interests, and develops the skills required to actively contribute to the broader community.

Tarneit Senior College is defined by:

- A well balanced curriculum program that utilizes purposeful and explicit teaching aimed at empowering students to be active learners, striving for personal excellence and ongoing growth and development

- Challenging, innovative and creative approaches in learning and teaching practices that embrace a full range of post compulsory pathways for Years 10 to 12 students

- The participation of staff in professional learning teams focussed on subject expertise and high level understanding of students

- Shared educational responsibility between parents, staff and students

- Effective channels of communication that promote trust, positive interactions and strong links with the wider community

Our teaching & learning focus includes an emphasis on developing the literacy and numeracy technical skills of our Year 10 cohort. This involves an increase in time spent in literacy and numeracy related subjects at this year level.

We have a continual focus on improving Yr12 ATAR results. This approach focusses upon improving teaching & learning delivery and the use of data to understand then improve our work.

Tarneit Senior College offers the unique opportunity for teachers and staff to work in a specialised senior environment catering for a large number of VCE/VCAL & VET studies, whilst also having the capacity to embed their understanding, implementation and delivery of the Victorian Curriculum through year 10.

Tarneit Senior College seeks teachers and educational leaders who have a passion for teaching within their subject area to the highest level and maximising outcomes for all students. Tarneit Senior College has a strong commitment to the development of Literacy and Numeracy through our Technical programs at Year 10 and a strong Pastoral Care program known as Tarneit Time across all year levels; all teachers are expected to be active contributors to the development and implementation of 1 or more of these key initiatives.

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 Demonstrated ability to lead a team of Mathematics teachers to improve individual and collective capacity and lead to improved student outcomes


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.


In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities

- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;

- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;

- Leading and managing staff performance and development (review of staff);

- Teaching demonstration lessons;

- Leading and managing the development of the school's assessment and reporting policies and practices;

- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;

- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;

- Responsibility for general discipline matters beyond the management of classroom teachers;

- Contributing to the overall leadership and management of the school;

- Contributing to the development of proposals for school council consideration;

- Developing and managing the school code of conduct.

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