Leading Teacher

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Western suburbs

Reference:

Location Profile

Kolorer College is a brand-new secondary school being built 33km west of the Melbourne CBD in the suburb of Cobblebank. The school will serve the diverse and growing communities of Strathtulloh, Cobblebank and Thornhill Park and will open for Year 7 students only on Day 1, Term 1, 2026, growing to a Year 7-12 school by 2031. Anticipated enrolments for 2026 are students, with a Stage 1 built capacity for 865 students.

Our School

Kolorer College will be a supported inclusion school and will feature outstanding facilities including:

• A two-story building with administration spaces, a library and learning neighbourhood
• A three-story building for STEAM subjects including designated studios and labs for Science, Media, Digital Design and Technology, and the Visual Arts
• A Community Hub with specialist learning areas for Food Technology, the Performing Arts and Physical Education, including an indoor multi-use court and a fitness room

These facilities will enable our school to offer high-quality learning to our students and a modern work environment to our staff.

Kolorer, a Wurundjeri word meaning lava flow, embodies the powerful transformation and enduring impact we foster in every young person we serve.

At Kolorer College, we know that inclusion creates better outcomes for everyone. We are unashamedly ambitious for our students and committed to excellence, learning and growth for all students and staff.

Guided by our conviction that learning matters, our mission is clear:

• Equip every learner with the knowledge, skills and confidence to lead a life full of purpose and possibility
• Build strength of character, empowering our learners to be thoughtful, informed and active contributors to their community and to world
• Foster a community of belonging that supports and challenges every student, every day.

We live our values every day by being our B.E.S.T.:

• Be Brave - face challenges with courage and persistence
• Excel Together - aim high, support one another, and celebrate growth
• Show Integrity - act with honesty, fairness, and responsibility
• Think and Care - use wisdom, empathy, kindness and respect to guide our actions, embrace and celebrate the differences and diversity of others.

Our motto, Excellence Together, reflects this mission and we are strongly committed to the use of evidence-based best practice in teaching, learning and wellbeing to make this a reality. This is an exciting opportunity for you to be part of shaping a learning community where all students - and staff - are known, challenged to grow, and inspired to thrive.

We are now seeking applications from passionate, committed educators and school administration and support staff who are ready to build a school to be proud of.

Please note that, as a progressive and modern workplace, part-time and flexible work opportunities in line with DE policies will be available to all staff members, including those in the Leadership team. Feel free to contact the Principal, Ciar Foster, to discuss these possibilities.

Selection Criteria

Please provide a written response to each written criteria of no more than 1 page.

Preferred documentation format in a single PDF document.

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 capacity to establish and lead evidence-based student engagement, learning and wellbeing practices which foster a culture of excellence for all students.

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

Position overview

The Kolorer College Sub-School System is designed to provide a strong foundation for each student¿s academic and personal growth by fostering a sense of identity, connection, guidance, and support. Within this system, the Sub-School Leader plays a pivotal role in overseeing the academic progress and social development of students in their stewardship, monitoring student progress, developing opportunities for connectedness, celebrating student success and addressing individual needs. Central to the role is building strong partnerships with families and our community, serving as the primary link between home and school, and taking a personal interest in each student¿s growth. The Sub-School Leader reports to the Principal via an Assistant Principal and contributes to creating an environment that supports both academic success and personal development for all students.

Responsibilities

Sub-School Leadership

• Lead the development and implementation of student engagement and management strategies within the sub-school team
• Develop and implement consistent, school-wide student engagement and management systems and processes and to communicate these to the College community
• Establish and implement systems and processes for actively monitoring and promoting student attendance, engagement and academic progress
• Manage student behavioural matters related to the Sub-School Team, classroom teachers and College staff
• Understand and implement relevant DE policies within the sub-school, in line with whole-school frameworks
• Working collaboratively with the Engagement & Wellbeing and Curriculum & Pedagogy teams, design, implement, and monitor individualised or group-based interventions for students requiring additional support and challenge

Student Learning

• Lead the development and implementation of the schools¿ Social and Emotional Learning program, B.E.S.T, by developing students¿ emotional literacy, personal strengths and positive coping skills

Student Engagement and Pathways

• Oversee transition and induction of new students into the sub-school
• Develop co-curricular and leadership opportunities for students and assist in the selection of students for particular programs
• Build student belonging and connectedness through promotion of school values, sub-school spirit and House culture
• Actively celebrate and promote student achievement, voice and leadership, through assemblies and other events/programs
• Ensure that student learning and wellbeing needs, including Individual Education Plans, are communicated effectively to classroom teachers and other relevant staff
• Liaise with relevant staff to ensure that there are documented plans to monitor and meet the needs of vulnerable students, including those in Out of Home Care or Aboriginal and Torres Strait Islanders and vulnerable cohorts
• Working collaboratively with the Engagement & Wellbeing team to develop evidence-based interventions to support students at risk of disengaging from school

Staff Development and Support

• Support, coach and provide relevant professional learning for the sub-school team and College staff
• Develop the role and capacity of mentor teachers as a key contact for students and their families
• Provide support and coaching for classroom teachers in understanding and implementing school approaches for engagement and classroom management
• Provide timely and efficient communication to school staff regarding year-level or sub-school events
• Coach and build a team of mentor teachers who support student belonging, engagement and connection

Parent and community engagement

• Build collaborative relationships and maintain regular communication with parents and carers to support student success
• Represent the sub-school at family information evenings; delivering information as relevant to the sub-school
• Provide written communication regarding sub-school events and student success for handbooks, newsletters and the school website

Operational

• Manage the sub-school program budget to ensure that appropriate resources are allocated to support sub-school programs
• Plan and manage sub-school camps and other sub-school major events
• Support the effective use of Compass pins, Chronicle and other modules

Leadership team membership

• Work with the school leadership team to develop the school¿s Strategic Plan to implement initiatives to drive school-wide improvements
• Collaborate with the leadership team to establish and embed a shared vision of highly effective teaching, learning, engagement and wellbeing practices
• Demonstrate an active commitment to the college leadership team; modelling inclusive and participatory leadership behaviours and demonstrating a strong commitment to personal leadership growth.

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 (see Workplace 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

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 programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at

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.

Applications close Thursday 28 August 2025 at 11.59pm

Posted

18 August 2025

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