Leading Teacher

Leading Teacher – Educational Leadership – Leader of Year 11 Pedagogy for Engagement Government schools – Melbourne Northern Suburbs VIC Portfolio Leader of Year 11 Pedagogy for Engagement (PEG) 2026, rolling portfolio. Location Profile We welcome passionate and imaginative educators into our learning community. We are committed to supporting and valuing staff in their professional practice and growth through belonging to an inclusive and multicultural community, knowing that together we make a difference, promoting intellectual and practical engagement, and teaching for conceptual understanding. Our communities of practice are responsive to staff and student experiences and work collaboratively to understand how best to meet student learning needs. Current focus areas include the literacy and numeracy demands of assessments and building strong relationships with students and families to develop a culture of community. As a new member, you will be supported through a structured induction program, embedded time release for mentoring and coaching, and roles such as form teacher, community events, and extra‑curricular opportunities. On the lands of the Wurundjeri people, our community is wonderfully diverse with over fifty language backgrounds represented. We support and celebrate this diversity with a team of multicultural and integration staff, events, and performances. A significant proportion of our students experience challenges at home and are supported through breakfast and homework clubs, as well as a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Learning is supported through targeted fluency and tutoring programmes and learning partners ensuring Individual Learning Plans are developed and effectively implemented. Our staff have many opportunities to expand on their teaching practice through leadership responsibilities and positions that promote individual and professional growth, reflecting our commitment to enhancing students' personal and educational growth through student voice and agency, applied learning, restorative practices, community leadership, inclusive and differentiated teaching, reflective and evaluative practices, and enrichment and engagement programmes. 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 programmes 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. Role Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum programme of a school. Typical responsibilities include coordinating a number of staff to achieve improvements in teaching and learning through modeling, collaboration, coaching and 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 effective development, provision and evaluation of the school's education programme. They will also make a significant contribution to policy development relating to teaching and learning, directly influencing the achievement of the school goals and implementing priorities contained in the school strategic plan. Responsibilities 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 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 serve. 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. 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. 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 successful, 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: 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: 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 programmes 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 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education programme 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 programmes in Australia: Standards and Procedures'; and A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr