Leading Teacher Range 3 Data and Reporting

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Classroom teacher

Location: Hume - Murrindindi

Reference:

Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning.

Demonstrated high level ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning

Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents, community and other staff and contribute to the leadership and management of the school.

Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities

Demonstrated commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity through the Performance and Development process

Leading Teacher of Data and Reporting

The successful applicant will provide educational leadership in the development, co-ordination and implementation of the use of data by staff, KLAs and the College to inform good practice and improvement. Overseeing and leading effective reporting to the school community, which includes COMPASS. S/he will be expected to be fully informed about current trends and developments in education and student management issues, and to make a significant contribution to policy development and implementation relating to teaching and learning. S/he should have proven ability to lead others to make recommendations regarding changes to organisational practices.

S/he will take an active role in school improvement through participation in the Leadership Team, the Curriculum Committee and other teams relevant to his/her role.

The role of all Leading teachers at Alexandra Secondary College is to improve the practice of teachers and the outcomes of all students.

All Leading Teachers will:

• Be an outstanding classroom teacher and demonstrate these practices
• Lead and manage the implementation of whole-school improvement initiatives related to the College¿s strategic plan and school priorities
• Lead and manage the implementation of whole-school improvement strategies related to curriculum planning and delivery
• Undertake leadership and management roles across the College
• Build improved links/partnerships with the community, both to bring people into the College and to reach out through publicity, events and direct approaches ¿ with the aim of improving community awareness, understanding and appreciation of the positive things the College is doing for their children
• Each Leading Teacher will be responsible for the performance review of the teachers in their Performance and Development Group and assisting in linking teachers with appropriate professional learning.
• Nurture and sustain a safe, supportive and engaging school environment incorporating School Wide Positive Behaviours practices
• Lead in the development and implementation of policies

Each Leading Teacher will also have responsibilities related to their leadership and management roles.

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.

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

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:

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:

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.

Our school

We are a secondary school of around 340 students and 60 staff. We pride ourselves on the `family¿ atmosphere of our college, where every student is known by name and has a strong sense of belonging.

Our students mix well between year levels; this friendliness is especially striking in our music program, school productions, ski program and at the start of each day in our Vertical Home Groups. We have a strong sporting culture, with individuals and teams regularly competing at State level.

Our college is large enough to offer an extensive curriculum, both academic and applied, that allows our senior students to confidently embark on the career pathway of their choice.

The College has a proud record of achievement; NAPLAN, VCE, Student Survey Results, Staff Survey and Parent Survey Results are, in almost every area, well above like schools and above state averages. This is due to our talented and hard-working staff, friendly and positive rural students, and supportive wider community.

¿Our facilities

The College is proud of its spacious and beautiful landscaped grounds. We have a stadium with an indoor basketball court, gymnasium and squash courts (that we share with our local community after hours), a college hall with excellent sound and lighting (that is used for college concerts and productions), two large ovals, tennis courts and ample recreational space for active and passive activity.

Our college classrooms are inviting, with excellent ICT functionality and well-resourced with specialised equipment.

Our people

Our staff have built a fantastic workplace culture here at the college, where we enjoy learning from each other as well as encouraging and supporting our staff to engage with the very best in professional learning beyond our school.

We have an excellent induction and mentorship program to support new staff, tailored to their needs and experience.

Our workplace is known for its friendly atmosphere, that extends beyond the school day with regular organised social activities.

Our community

Alexandra Secondary College stands on the Country of the Taungurung people, nestled between mountains and alongside the Goulburn River and Lake Eildon. It is an outstanding place to enjoy the great outdoors or enjoy the increasingly renowned hospitality industry.

We are committed to always being a school community where all members of our school community are welcomed, accepted, and treated equitably.

Our wider rural community is friendly and welcoming to new people and very supportive of our school.

Alexandra is located 140 kilometres northeast of Melbourne, with a population of nearly 3,000. Our college serves as the only secondary school for the nearby towns of Marysville, Eildon, Narbethong, Buxton, Taggerty, Thornton, Merton, Molesworth and surrounds. Over ninety percent of primary students feed into our school, which is unique and adds to the family atmosphere where students not only learn together but grow up together.

Alexandra Secondary College has a 3 bedroom school house. Successful applicants may have access to it if it¿s available.

Applications close Sunday 24 August 2025 at 11.59pm

Posted

11 August 2025