Leading Teacher Years 10, 11

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 that 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.

Leading Teachers receive a time allowance. If required by the Principal to attend a school activity that results in the Leading Teachers attendance in that week exceeding 38 hours any time in lieu granted will be acquitted against the allocated time allowance.

Leading Teachers will live the vision and values of the school with high expectations and Duty Always, inspiring students and staff by always demonstrating a passion for learning, wellbeing, and a growth mindset.

Responsibilities

Responsibilities of all Leading Teachers:

• Model an open-minded, ethical, and data-informed approach to leadership, decision-making, and professional learning including seeking and acting on feedback from students, staff and families.
• Lead and model the implementation of key school improvement strategies in learning and wellbeing, including the BHS Instructional Model, BHS Playbook, SWPBS routines, VTLM2.0 and Curriculum/Assessment design processes.
• Lead improvement initiatives from design through to evaluation, ensuring adjustments are made based on evidence of implementation and impact.
• Facilitate high-impact professional learning, including through PLCs and Teaching Sprints, informed by staff needs, research evidence, and student achievement data.
• Lead productive and solution-focused team meetings with a focus on data, planning and collective responsibility for advancing the school's collaborative improvement agenda.
• Model exemplary classroom practices, mentoring and/or coaching teachers, and providing focused feedback to teachers.
• Collaborate and reflect with other school leaders to drive school improvement in a range of forums, including but not limited to the School Implementation Team, Curriculum Committee, SWPBS Team and Professional Learning Communities.

Responsibilities specific to this role:

Sub School Leadership

• Lead and build the capacity of Team Leaders to create a vibrant, safe and respectful senior learning community.
• Collaborate with the Sub School Leader 10-12 Wellbeing, to develop a team identity and culture and promote this culture through celebrations and a range of activities that promote student voice and agency.
• Work in collaboration with other Sub School Leaders to ensure consistent implementation of school policies and processes from Year 7 to 12.
• Collaborate with the School-wide Positive Behaviour Support (SWPBS) Leader to ensure consistency on approaches to implementing SWPBS practices and trauma informed positive education.

VCE Operational Leadership

• Maintain operational responsibility for all aspects of the VCE, VCE VET and Distance Education including implementing VCAA administrative procedures and liaising with the VASS Coordinator on all data entry, to meet VCAA compliance.
• Develop and implement the Year 10-12 mid-year and end of year practice examinations; including venue coordination, staffing, special exam arrangements, and preparing students.
• Monitor and implement the VCE redemption process and publish the Year 11 & 12 SAC Planners.
• Facilitating, in conjunction with the Assistant Principal 10,11 & 12, VCE Meetings, VCE Professional Learning, VCE Staff Induction, Student Orientation Programs and the VCE Committee as required.

Targeted Intervention & Support

• Identify students at academic, engagement, attendance or wellbeing risk in Years 10-12 using school-based and external assessment data, teacher feedback, and wellbeing indicators.
• Design, implement, and monitor individualised or group-based interventions.
• Lead collaborative development of Individual Education Plans, Behaviour Support Plans, and re-engagement strategies with staff, students, and families.
• Track progress of students receiving interventions and regularly review effectiveness through data analysis and feedback.
• Collaborate with careers and pathways staff to ensure interventions align with students¿ goals and post-school transitions.
• Lead the development of inclusive and supportive learning environments where students experience belonging, safety, and high expectations.
• Leading the development of a study skills and revision program for VCE students.
• Lead students in goal setting and progress interviews in response to their individual data to promote student agency and build motivation.

Evidence-Informed Professional Leadership

• Establish systematic processes for collecting, analysing, and responding to student performance data across all senior pathways.
• Support teachers to engage with VCAA and internal assessment data to inform curriculum planning, differentiation, and reporting.
• Lead collaborative inquiry cycles via VCE Data Meetings to explore conditions for success, causes of underperformance and implement strategies to accelerate student learning and engagement.
• Assisting the Assistant Principal 10,11 & 12 in the leadership and development of the VCE Improvement Plan, the annual analysis of VCE Data to build the capacity of both faculties and individual VCE teachers to improve teaching and learning.

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.

EEO AND OHS Commitment

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.It is our policy to provide reasonable adjustments for persons with a disability (seeWorkplace adjustment guidelines ).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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:

Potential applicants are invited to an Information Session to be held on Thursday 31st of July at 5.00pm at Ballarat High School. The session will involve a school tour and an opportunity to meet with school leaders. Attendees are asked to book with Principal Mr. Stephan Fields via email ballarat.hs@education.vic.gov.au by 4.00pm Wednesday 30th of July.

Applications

Enquiries regarding the position can be directed to Mr. Stephan Fields 03 5338 9000.

Applications should be submitted via School Jobs Vic (formally Recruitment Online)

Responses to the Key Selection Criteria and a Resume including the names of three referees, their contact numbers and email addresses must be included in the application.

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

VIT LANTITE

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Ballarat High School is a vibrant and inclusive government secondary school with a proud history dating back over a century. The school caters to approximately 1,500 students from Years 7 to 12 and offers a broad, challenging and future-focused curriculum designed to meet the diverse needs and interests of our students. Ballarat High School is a learning community where every person is valued, respected, and challenged as a learner.

At Ballarat High School, we are guided by the core values of Pride, Respect and Responsibility, which underpin all aspects of school life. These values shape a positive school culture where students are encouraged to strive for excellence, take ownership of their learning and behaviour, and contribute meaningfully to their community. We are committed to evidence-based teaching, student wellbeing and the ongoing professional growth of our staff. With strong community connections, modern facilities and a culture of high expectations, Ballarat High School provides a dynamic environment where all students are supported to thrive.

Acknowledgement of Country: We acknowledge the traditional custodians of the land on which Ballarat High School stands, the Wadawurrung People of the Kulin Nation, and pay our respects to their elders, past and present.

Applications close Wednesday 6 August 2025 at 11.59pm
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