Leading Teacher- Director of Junior School- Year 9

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 Junior School works collaboratively to build highly effective teams that improve the quality of teaching and learning in their designated cohort. 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.
• They champion the SWPBS Expectations and implement positive reinforcement systems at a classroom and cohort level for positive student learning behaviours.
• They are excellent classroom teachers providing instructional leadership to teachers and Professional Learning Teams, and feedback to support the development of high-quality classroom practice in every classroom.

Leading Strategic Direction

• Lead and develop junior teachers as a learning community consistent with the College Vision and Values
• Develop an annual Key Improvement Strategy Plan (KISP) that aligns leadership with the SSP.
• Work with the Junior School Leadership team to deliver Professional Learning to the Junior School team.

Leading Staff

• Lead by modelling, articulating, monitoring and coaching Tier 1 and 2 practices required for Junior School Teachers and Tutorial teachers to effectively perform their roles.
• Lead Professional Learning Teams to deliver high quality and effective teaching and learning practices.
• Coaching staff through in both instructional practice, positive behaviour strategies and student voice and agency in line with the College vision.
• Liaise with the Learning Specialists to deliver high quality teaching and learning programs.
• Liaise and coordinate with the Junior School Team to implement appropriate pathway, engagement and wellbeing programs.

Leading Student Learning and Wellbeing

• Lead on improving student learning and wellbeing through the application of tier one practices (College Values, SWPBS, SEL) across the cohort.
• Liaise with the Junior School Principal, Student Services and Disability Inclusion team to provide a tiered approach to supporting young people in their year level.
• Lead the tutorial program to develop social and emotional learning and connectedness between teachers and students while supporting Respectful Relationships and Pathway programs.
• Oversee the development of Student Voice and the roles of the Student Leaders.
• Lead student transition, enrolment and induction for students by ensuring that all relevant data is recorded onto Xuno and other relevant data systems.
• Ensure that student academic performance is monitored, and data is evaluated at individual, class and cohort level.
• Maintain a deep knowledge of the current state of the Year level by monitoring and evaluating NAPLAN, PAT, the Attitudes to School Survey results to inform planning and actions required to improve results.
• Coordinate and lead teachers to interpret school data, and to develop the capacity of staff to use this data to improve outcomes for students identified at `as risk¿.
• Ensure records of student management are kept in an accurate way and data is continually evaluated.

Leading Community

• Promote positive student wellbeing and engagement in the college community
• Conduct regular year level assemblies that align with school vision and priorities.
• Provide effective communication with parents and families regarding school matters.
• Lead effective transitions and pathways for students in their year levels
• Plan, attend and support school events including camps, open afternoons, subject expo and presentation night, etc.
• Coordinate student exams

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

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