Leading Teacher- Director of Curriculum

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

At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it's about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.

Over the past decade, our college has grown significantly, now serving over 1,800 students with a dedicated team of 200 staff members. Our community thrives on the belief that students excel when their learning and well-being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves.

Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community.

Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel.

A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement, it¿s something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards.

We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.

Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole-school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively.

At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.

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

Leading Teachers at Staughton College are members of the Senior Leadership Team (SLT) whose role is to develop, implement and review the school strategic plan and subsequent Annual Implementation Plans whilst leading and being part of highly effective teams. A key role for all leadership members is in instructional leadership where individuals and the team proactively work to support all teachers to continually improve their individual and collective practice.

The Director of Curriculum and Assessment works collaboratively with staff to ensure high quality teaching and learning is visible in every classroom. They are champions of the School Strategic Plan (SSP) and work relentlessly to ensure the effective implementation of the Key Improvement Strategies and Targets.

Leading Teachers:

• Lead and manage school improvement within the agreed College processes and the School Strategic Plan.
• Champion high quality teaching and learning across the college.
• Demonstrate excellence as classroom practitioners.
• Provide instructional leadership and guidance to teachers and professional learning teams, offering feedback and support to strengthen classroom practice across the school.

Leading Strategic Direction

• Develop the college curriculum and assessment philosophy.
• Steward the development, documentation and delivery of Guaranteed and Viable Curriculum aligned to the Victorian Curriculum
• Lead and manages the implementation of the curriculum and assessment philosophy through curriculum planning, assessment, reporting practices, and PLT processes.
• Develop an annual Key Improvement Strategy Plan (KISP) that aligns leadership priorities with the SSP.
• Align curriculum and assessment practices with the PLT structure and the College instructional model.
• Lead and develop teachers as a learning community consistent with the College vision and values

Leading Curriculum and Assessment

• Oversee development and documentation of, and fidelity to, the Guaranteed and Viable Curriculum (GVC) in each Curriculum Area, with a strong emphasis on the importance of backwards planning from valid and reliable summative assessments.
• Oversee use of rigorous formative assessment tasks in all Curriculum Areas, to inform what students are ready to learn next.
• Support Curriculum Leaders to ensure the consistent delivery and accurate alignment of the college¿s curriculum, assessment and reporting frameworks with the Victorian Curriculum for all disciplines and year levels.
• Support Curriculum Leaders to ensure the impact of curriculum design and delivery is regularly evaluated using student formative and summative assessment data.
• Build the capacity of Curriculum Leaders to lead core priorities in their curriculum areas.
• Coordinate the creation of course outlines, curriculum maps, assessment schedules and exam materials across the college
• Provide strategic oversight and project management of interim reporting and end-of-term reporting, including capacity building of others to lead the mechanics of reporting.
• Support Curriculum Leaders to develop subject handbooks.
• Work closely with relevant Mini School Principals and Year level Directors to support delivery of the student subject selection strategy and process.
• Chair purpose driven meetings for the Curriculum Leaders team
• Review the curriculum offerings in conjunction with the English and Maths Leading Teachers and curriculum leaders including managing updates to curriculum handbooks and textbook selections.
• Work with the Leadership team to analyse student learning data (including, NAPLAN, PAT, VCE, and Report data) to inform the planning, implementation and review of teaching and learning strategies to improve student outcomes.
• Collate and presents student learning data (NAPLAN, PAT, Teacher Judgements) in accessible formats for staff and builds staff capacity to analyse and use this data to inform teaching practice.
• Ensure a seamless, coherent, and strategically driven curriculum across all secondary year levels.

Leading Staff

• Model effective teaching and learning practices, and support teachers to seek, analyse, and act on evidence-based feedback to improve their practice.
• Lead professional learning for staff in data-driven practices.
• Lead and manage the provision of professional development, including the creation of individual and team development plans aligned with school priorities.
• Oversee the performance and development plan process for a group of staff.
• Lead the whole-school PLT initiative to embed and review rigorous systems and processes that strengthen collaborative strategies and focus the work of PLT members.
• Sustain a positive staff culture that values high quality teaching and learning.
• Seek to understand and respond to staff needs to contribute to a strong, professional, and collaborative culture.
• Support and promote staff wellbeing.
• Promote and embed the Child Safe Standards and ensure compliance with all departmental policies and requirements.

Other duties as determined by the College Principal in consultation with the incumbent.

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

• A cover sheet providing your name, home address and telephone contact details;
• A specific response to the selection criteria with regard to the position advertised;
• A summary of experience and qualifications; and
• The names, contact details and email addresses of three referees who can provide information regarding your application to the key selection criteria.

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 11 September 2025 at 11.59pm

Posted

29 August 2025

---