Leading Teacher Range 3

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Southern suburbs

Reference:

Selection Criteria

• Demonstrated high-level knowledge of the Victorian Curriculum, VCE Study Designs, and VCE VM Study Designs, and the ability to lead the development of coherent curriculum documentation across Years 7¿12.
• Proven ability to lead curriculum planning and implementation using a backward design approach to ensure scope and sequence builds from senior years to junior years.
• High-level skills in curriculum differentiation and the ability to design assessment tasks that allow all students to demonstrate progress, growth, and achievement.
• Demonstrated ability to establish and maintain clear, consistent, and accessible curriculum documentation across multiple subject areas.
• Commitment to Child Safety: A strong understanding of, and commitment to, the Child Safe Standards, including promoting the safety, wellbeing, and inclusion of all children and young people.

Role

• Demonstrated high-level knowledge of the Victorian Curriculum, VCE Study Designs, and VCE VM Study Designs, and the ability to lead the development of coherent curriculum documentation across Years 7¿12.
• Proven ability to lead curriculum planning and implementation using a backward design approach to ensure scope and sequence builds from senior years to junior years.
• High-level skills in curriculum differentiation and the ability to design assessment tasks that allow all students to demonstrate progress, growth, and achievement.
• Demonstrated ability to establish and maintain clear, consistent, and accessible curriculum documentation across multiple subject areas.
• Commitment to Child Safety:
• A strong understanding of, and commitment to, the Child Safe Standards, including promoting the safety, wellbeing, and inclusion of all children and young people.

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);
• 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.

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:

Other Information

Leading Teacher ¿ Curriculum

Title: Leading Teacher Curriculum - Time allowance ¿ 8 Periods

Reporting to: Teaching and Learning AP

Reports: Domain Leaders

Position Purpose:

The Curriculum Leading Teacher plays a pivotal role in ensuring that Clyde Secondary College delivers a rigorous, coherent, and consistent curriculum from Years 7¿12. This role involves supporting Domain Leaders and teachers in developing clear scope and sequence documents, aligning curriculum with the Victorian Curriculum, VCE Study Designs, and VCE Vocational Major Study Designs. The position requires a strong focus on backward design¿working from Year 12 expectations through to Year 7¿to ensure continuity and high expectations for all students.

The Leading Teacher will also work closely with the Data and Assessment Leader to ensure all Common Assessment Tasks (CATs) are designed to allow students to demonstrate skills above their current year level while providing access points for students working below level. The role will ensure consistent documentation of curriculum across all domains, supporting staff to maintain clarity and quality in curriculum planning and delivery.

Alignment with Strategic Plan and AIP Goal

This role directly aligns with Clyde Secondary College¿s Annual Implementation Plan (AIP), which prioritises improving student learning outcomes through a guaranteed and viable curriculum, high expectations, and inclusive practice. By supporting staff to design and document a clear, consistent scope and sequence from Years 7¿12, the Curriculum Leading Teacher strengthens the College¿s capacity to deliver rigorous, engaging, and accessible learning programs. The role ensures that assessment and curriculum practices are aligned, differentiated, and equitable, reinforcing the College¿s commitment to both excellence and equity in student achievement.

Specific Responsibilities (Typical Responsibilities would include but not limited to the ones described)

Key Responsibilities

• Lead the development of whole-school scope and sequence documentation from Years 7¿12 across all subject areas.
• Ensure all curriculum documents are aligned with the Victorian Curriculum, VCE Study Designs, and VCE Vocational Major Study Designs and the Victorian Pathway Certificate.
• Apply a backward design approach, ensuring curriculum builds logically from Year 12 down to Year 7.
• Collaborate with the Data and Assessment Leader to ensure CATs, SACS and SATS
• Provide opportunities for students to extend beyond their current year level.
• Are accessible for students working below level, allowing them to demonstrate their knowledge and skills.
• Provide coaching, guidance, and professional learning for Domain Leaders and teachers in effective curriculum documentation and planning.
• Ensure consistency of curriculum documentation across domains, including templates, formatting, and expectations.
• Monitor and review curriculum implementation to ensure quality, continuity, and equity for all students.
• Contribute to whole-school improvement initiatives, particularly in the areas of curriculum design, differentiation, and assessment.
• Support the development of a culture of high expectations and collective accountability for student learning outcomes.
• Embed Respectful Relationships curriculum across Years 7¿12, ensuring it is explicitly taught, integrated into subject areas where appropriate, and supports the development of a safe and inclusive school culture. Work with the Student Voice AP to incorporate student voice and feedback to inform curriculum design and ensure relevance and engagement.
• Work with Domain Leaders and teachers to promote cross-curricular links and interdisciplinary projects to strengthen student learning.
• Ensure curriculum reflects future-focused learning, including critical thinking, digital literacy, and post-school pathways.
• Oversee the development, of high-quality curriculum documentation and differentiation, ensuring it is comprehensive, up-to-date, and supports teacher planning, consistency, and continuous improvement.
• Lead the embedding of differentiated curriculum and assessment practices, ensuring all students are challenged, supported, and able to demonstrate their learning growth.

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.

Location Profile

Clyde Secondary College opened in January 2022. Our current enrolment is 1080 expected to grow substantially. 2026 will see the inclusion of Year 11, with Year 12 commencing in 2027.

At the heart of Clyde Secondary College is a deep commitment to fostering a warm, inclusive, and respectful school culture for both students and staff. We are dedicated to creating a learning environment built on high expectations and individual care, where every student experiences a rich, diverse, and challenging curriculum while being genuinely valued in a safe, supportive, and nurturing setting.

Our school values reflect our vision of ¿Excelling together, valuing the individual¿ and are embodied in the acronym REACH, Respect, Excellence, Aspiration, Curiosity, and Honesty. These values are not only central to student learning but are the foundation of how our entire community of students, staff, and families interact and grow together.

The College Leadership Team places a strong and active focus on staff wellbeing, recognising that the strength of a school community lies in the health and happiness of its people. We prioritise creating a collegial and positive workplace, where every team member feels supported, respected, and heard. Our culture is built on collaboration, trust, and genuine care, ensuring staff feel empowered in their roles, connected to each other, and sustained through access to ongoing professional development, wellbeing initiatives, and open lines of communication.

We pride ourselves on being a friendly and welcoming school, where kindness and approachability underpin all interactions. Whether you're a student, parent, teacher, or member of the broader community, you'll experience a sense of belonging and mutual respect that defines life at Clyde Secondary College.

To complement academic learning, students are offered a broad range of co-curricular opportunities, including performing arts, sports, student leadership development, and community engagement programs. We encourage every student to participate in school life beyond the classroom, helping them grow as confident, capable, and connected citizens.

Our curriculum, aligned with the Victorian Curriculum, is both comprehensive and stimulating, including English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, and ICT. As the College grows, additional subjects such as Music, Food Studies, and advanced options in Literature, Advanced Mathematics, Physics, Chemistry, and Systems will become available. STEM will also be a cornerstone of learning from Year 7 onwards, helping students build essential skills for future success.

We also offer a Select Entry High Achiever Program, designed to extend and support high-performing students through enrichment and acceleration opportunities leading into VCE.

As a supported inclusion school, Clyde Secondary College has been purposefully designed to welcome and meet the needs of students with disabilities, offering enhanced learning spaces and inclusive facilities that promote dignity, engagement, and success for all learners.

Clyde Secondary College is more than a place of learning, it's a caring and vibrant community where everyone is supported to thrive.

Applications close Sunday 7 September 2025 at 11.59pm

Posted

26 August 2025

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