Leading Teacher

Yea High School recognises the importance of the partnership between schools and parents to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, ensuring inclusive, safe and orderly environments for children and young people. The school aims to ensure the values of Respect, Trust and Acceptance are embedded in the school community. Yea High School is a co-educational secondary college, situated 100 kilometres North-East of Melbourne. The school has approximately 280 students enrolled and provides for the educational needs of a mixture of rural and semi-rural communities. The Student Family Occupation figure for 2025 is 0.4348 The school caters for students in the Yea community and the districts of Glenburn, Murrindindi, Molesworth, Killingworth, Highlands, Homewood,Strath Creek, Kinglake and Flowerdale. The school has over 40% of its students travelling by bus from south of Yea, in particular, these areas include Glenburn, Flowerdale and Kinglake. The school runs a flexible learning and reengagementprogram for students who need to reconnect with education - the Access Yea Community Education (AYCE) Program. The program in 2025 has 110 students enrolled at 2 AYCE centres. The Wantirna centre being the largest of those AYCE locations. Yea High School strongly believes that education is best achieved through all key stake holders working together; staff, parents and community collaborating to help improve the educational outcomes of their young people. Yea High School believes that education should be about one student at a time, and students are better engaged when they are learning through their passions and interests. 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. 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 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); 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 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 (seeWorkplace 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) 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: This is a substantive leadership position. In recognition of the importance of leadership and management combined with exemplary teaching for improved student learning outcomes, the key responsibilities of the Student Learning Leader are: to contribute to the overall leadership and management of the school to lead and manage the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities: to maximise the learning outcomes in literacy and numeracy for every student to maximise physical health, mental health and wellbeing outcomes for every student to ensure a relevant, guaranteed and viable curriculum is delivered across the school to lead and manage curriculum learning area leaders in the implementation of whole school improvement strategies related to curriculum planning and delivery to track and manage whole school curriculum documentation to ensure compliance with VCAA to support school leadership in the allocation of human, physical and financial resources to support curriculum learning areas across the school to lead and deliver professional learning in alignment with whole-school priorities to lead and manage the development and implementation of the whole school's assessment and reporting framework, policies and practices to analyse and review school wide data sets including but not limited to student assessment, teacher judgement, NAPLAN, AtoSS, PAT-R and PAT-M. to respond to key data sets by designing whole school professional learning to communicate the learning program to the wider school community and key stakeholders via the school website, events and through the sub-school student handbooks to utilise and lead the Professional Learning Communities Inquiry Model to drive improvements in student learning and other key priorities to lead and model best practice of embedding Teacher Adjustments to support the implementation of inclusive practices to liaise and collaborate with the AYCE Leadership team to ensure coherence across all school programs including refining moderation practices across campuses 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 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). Applications close Thursday 20 November 2025 at 11.59pm #J-18808-Ljbffr