Current jobs related to Leading Teacher: Student Agency, Voice and Leadership - Melbourne, Victoria - Victorian Government

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - CBD and Inner Metro suburbs

Reference:

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.

SC6 Demonstrated capacity to engage deeply with high achieving students and apply high level innovative educational thinking in an all boys setting.

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

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:

¿ Assisting in the development and coordination of Student Voice, Agency and Leadership structures in the School

¿ Developing an effective, collaborative working relationship with all Student Leaders, the School and external agencies e.g. local and Victorian Government Student Voice, Agency and Leadership initiatives

¿ Supporting liaison staff and student leaders in their leadership of clubs, committees, programs and processes, and respond to matters relevant to Student Voice, Agency and Leadership

¿ Providing ongoing training and induction for student leaders in the areas of public speaking, team building, meeting procedures and school decision making processes

¿ Promoting the interests and activities of Student Voice, Agency and Leadership via regular Sub-school assemblies, newsletter contributions and School publications

¿ Preparing and administering the Student Voice, Agency and Leadership Program budget

¿ Attending and facilitating the effective functioning of SRC meetings

¿ Overseeing SRC fundraising activities in consultation with relevant staff

¿ Supporting school events (Welcome Day, School tours, music concerts, production, Art Show, etc.), particularly those involving student leaders

¿ Providing positive leadership in the development, coordination and operation of the Student Leadership, SRC, student voice and feedback and community support structures in the School

¿ Liaising closely with the Principal, Assistant Principals and Leadership Team in the development of Student Voice, Agency and Leadership and opportunities for student involvement in decision-making in respect to curriculum, assessment, and pedagogical approaches.

¿ Ensuring that the School gives students ample opportunities to demonstrate leadership and participate in community support programs

¿ Supporting student leaders in their organisation of leadership development activities and foster an inclusive school community.

¿ Supporting the student representatives on School Council in their role as a community members

¿ Working with the Principal to select all relevant Student Leaders for the following year

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

• 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

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

Melbourne High School is a State Government academic high school for boys in years 9 to 12 with a current enrolment of 1379. Opening in 1905 it was Victoria¿s first state secondary school and moved to its current site in South Yarra in 1927. It is one of four academic select entry Victorian Government schools in Melbourne. Entry is by an examination in year 8. Boys from any school in the state, or outside Victoria, may seek admission. There is also a smaller intake by application and interview at years 10 and 11.

Students in years 9 and 10 undertake a course of core subjects (English, mathematics, science, history, geography, physical education, art, music, and languages ¿ Indonesian, Japanese, French and German) and have a choice of electives. An extensive range of VCE studies across all learning areas is offered to students in years 11 and 12. A health and personal development course also operates at all levels. The school operates on a 10-day timetable of 7 x 43 minute periods per day.

The school places special emphasis on its co-curricular program. Years 9 and 10 students spend a week at the Outdoor Education Centre at Millgrove in the Yarra Valley. Sport is compulsory at all levels. The music and drama programmes are extensive and include the house choral competition in March, Winter Concert, musical and drama productions (generally conducted in cooperation with the MacRobertson Girls¿ High School) and the whole school Speech Night at the end of the year. Students are also encouraged to form their own special interest clubs. There are many opportunities for student leadership at all levels.

In addition to government funding the School seeks voluntary contributions from parents.

Further information about the school can be obtained from the MHS website at

Applications close Tuesday 16 September 2025 at 11.59pm

Posted

3 September 2025

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