Leading Teacher Range 3

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Loddon Mallee - Macedon Ranges

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.

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

Teaching and Learning Leading Teacher - Position Overview

The Teaching and Learning Leading Teacher provides strategic leadership in curriculum, pedagogy, and assessment across the College. This role is pivotal in implementing the Victorian Teaching and Learning Model (VTLM 2.0), ensuring that teaching practices are consistent, evidence-based, and aligned to whole-school improvement priorities.

The position is also responsible for overseeing the assessment and reporting program, ensuring that policies, practices, and procedures are rigorous, transparent, and supportive of improved student learning outcomes.

As part of the College Leadership Team, the Teaching and Learning Leading Teacher manages and supports the Heads of Faculty, providing direction, professional learning, and accountability to ensure high-quality teaching and learning across all subject areas.

Key Responsibilities

Strategic Leadership in Teaching and Learning

• Lead the rollout and embedding of VTLM 2.0 across the College, ensuring a consistent, high-impact approach to instructional practice.
• Model effective teaching practices and promote a culture of reflective, evidence-informed teaching.
• Drive school-wide improvement in pedagogy through coaching, mentoring, and professional learning opportunities.
• Monitor the impact of teaching practices on student outcomes using multiple data sources.

Assessment and Reporting

• Review, develop, and implement consistent assessment and reporting practices across the College.
• Ensure alignment of assessment with Victorian Curriculum, VCE, and College policies.
• Provide leadership in the development of reporting processes that are meaningful to students, parents, and teachers.

Leadership of Heads of Faculty

• Line manage and mentor the Heads of Faculty, providing guidance, accountability, and support in curriculum planning, teaching practice, and faculty operations.
• Facilitate regular meetings of Heads of Faculty to share best practice, ensure curriculum coherence, and monitor progress on College-wide initiatives.
• Build a collaborative leadership culture within the Curriculum Team that focuses on improved teaching and learning.
• Lead performance development processes and provide constructive feedback to faculty leaders.

Collaboration and School Improvement

• Work closely with the Principal, Assistant Principals, and other Leading Teachers to shape and implement the College¿s strategic improvement plan.
• Support the development of whole-school professional learning aligned with VTLM 2.0 and curriculum priorities.

Administration and Accountability

• Ensure consistency and accuracy in faculty documentation, including curriculum outlines, assessment schedules, and reporting templates.
• Monitor compliance with College and Department of Education policies relating to teaching, learning, and assessment.
• Prepare reports and briefings for Leadership Team and School Council, as required.

Other duties as required by the Principal

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

Applicants wishing to find out more specific information about the role please contact Sarah Rose, Principal, through the College email address:

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

Gisborne Secondary College is a large, stand alone, Year 7-12 College with an enrolment of approximately 1000 students. Our large catchment area covers the Macedon Ranges, north-west of Melbourne. Over 70% of our students travel to school by bus and the College is an important social focal point for students from different towns of the region.

Our school has an incredibly strong pathways and transition program, supporting close to 70 VCE units of study each year, over 50 School-based Apprenticeship and Traineeships, and numerous VET programs. A comprehensive VCAL program operates, with excellent outcomes for the students involved

We have also established an excellent reputation in the Performing Arts, a program supported by our superb Performing Arts Centre.

The College aims to ensure that individuals feel safe, secure and supported in their learning within a large cohort. We are seen by the community as having a strong focus on student wellbeing and have strong links to local support agencies.

Staff work together in Professional Learning Teams dedicated to building teacher capacity and improving student outcomes at all levels.

Other key features of the College include:

• A new instructional Framework developed by the College (LEARN), which includes a strong focus on evidence-based HITS.
• Year 7 and 8 Learning Centres
• A specific Year 9 Program designed to lift engagement and develop adult-like responsibilities
• A three-year Senior School Program that allows all students to accelerate across year levels, and ensures students are better prepared for the challenges of senior school qualifications.
• An extensive VET program, including: Building & Construction, Business, Engineering, Automotive, Creative Digital Media, Music Tech Production, Equine Studies, and Electrical Industry.
• A strong vocational program including access to School Based Apprenticeship and the HeadStart program.
• A strong careers development and pathways program
• A Double-court Gymnasium, in joint use with the Macedon Ranges Shire Council, valued at $4m
• The 216-seat Barcham Theatre housed within the new performing arts complex, refurbished at a cost of $1.3m.
• A 1:1 `Bring Your Own Device¿ Computer program that provides for computer connectivity for all students across all year levels.

Applications close Tuesday 23 September 2025 at 11.59pm

Posted

10 September 2025

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