Leading Teacher

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Northern suburbs

Reference:

Location Profile

"Our job is not to prepare students for something, it is our job to activate our students to prepare themselves for anything."

Adapted from AJ Juliani.

Bundoora Secondary College is a year 7-12 College in a quiet residential area of Bundoora, a northern suburb of Melbourne. We are an innovative, caring school and take great pride in knowing every member of our community (both staff and students) as individuals and as learners.

The school is set on a well-developed, picturesque site adjacent to Gresswell Forest. The spacious grounds include a variety of playing fields and as our school farm continues to develop, a range of animal paddocks, productive gardens and indigenous flora plots. Our school is accessible by foot, bike or car and is well serviced by our school buses and public transport. Our school enjoys a strong partnership with our neighbours including Melbourne Polytechnic, Latrobe University and RMIT Bundoora Campus as well as other universities further afield. BSC is a Child Safe school and expects all employees to be cognisant of the expectations upon them to contribute positively to our child safe environment.

BSC is currently experiencing a period of strong growth as we implement our new curriculum program and pedagogical approach with a vertical structure of subject offerings across the traditional 8 – 11 years called our PACE21 (Passion and Choice, Empowerment 21st Century skills) program. This program empowers students to choose the pace of their own learning journey. Our core purpose is to provide a broad and challenging education that is future focused and will develop students' 21st Century skills, abilities and knowledge for further education, training, work and community participation.

In order to do this, we require staff who are curious, flexible and generalist in their philosophy and thinking.

Students at BSC are not bound by the traditional year level classes. The school is broken into three cohorts - a common Entry year (the traditional year 7), PACE21 (traditionally years 8-11) and Graduation year (traditionally year 12). Our broad pathways focus and the vertical structure supports students choice and provides flexibility across our learning program ensuring that all students can engage in their learning at their point of interest and be challenged at their point of need.

Rigour remains a core value so high expectations of students will continue and progress will be routinely reported against the BSC Great Student (21st century skills) matrix and the Victorian Curriculum skills continuum to ensure that all students will achieve success. We are very much aware that ongoing feedback to students will support them in developing a growth mindset and promote learning so that each student can reach the next level.

We are a diverse and inclusive community. We live by our school values - Respect, Responsibility, Resilience, Relationships and Rigour (the 5 R's). At BSC, students have an authentic voice into the everyday decision making at the school. We provide a variety of opportunities for student voice such as a Student Leadership Council, student lead tours, public speaking at assemblies and membership of College Council with voting rights.

Learning takes place in well-equipped air-conditioned courtyard style buildings, which contain specialist areas including a Library Resource Centre and student social space, the ECA Centre which contains a gymnasium, weight training facility and drama studio, the Arts and Technology areas including food, wood and media, art and craft, ceramics, painting and drawing and music laboratories. Science rooms are fully equipped for practical experiments and activities with two 3D printers and an emphasis on robotics. Each classsroom is provisioned with an interactive whiteboard and our 1:1 digital technologies program is enhanced by the schools provision of PCs and MACs.

To enhance the student's learning experience, traditional co-curricular programs such as sport, drama and music performances, instrumental music, excursions, camps, art exhibitions and displays and student leadership have been incorporated into the mainstream curriculum to ensure that all students can pursue their passions.

Strong emphasis is placed on catering for the individual learning style of each student. Achievements are recognised and celebrated. BSC promotes an environment that encourages students to investigate, understand and actively design and participate in their learning through a variety of teaching and learning strategies.

Parents are welcome and encouraged to participate in all College activities and to work with teachers in developing positive educational outcomes for their children. While formal reporting to parents takes place twice a year, the College emphasises the continual monitoring and communication of student progress to students and parents.

We actively involve our community in the development of our educational programs, policies and the provision of a supportive and caring environment. This is reflected in our house teams and our wellbeing structures that exist to assist students and parents. The implementation of the Student Empowerment Guidelines results in an environment where students from a wide range of cultures and backgrounds exhibit co-operation and acceptance towards each other.

We have established positive links with our neighbouring primary schools as a means of easing the transition of students into the College, as well as providing continuity in their educational programs.

Bundoora Secondary College – BSC – where students experience education by student choice.

Selection Criteria

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 Teacher General Description:

Leading Teachers are expert educators who combine exemplary classroom practice with leadership in targeted school initiatives or specialist areas. They lead the design, implementation, and evaluation of programs that improve student outcomes and drive school improvement. In addition to their teaching, Leading Teachers build staff capacity through mentoring, coaching, and modelling best practice, and play a key role in managing school-wide initiatives, developing teams, and ensuring the effective delivery of strategic priorities. Through their leadership, they build a culture of excellence and continuous improvement in teaching and learning.

All Leaders Responsibilities

• Demonstrating high-level expertise in teaching and learning practice.
• Modelling exemplary classroom practice including teaching demonstration lessons.
• Working with the school leadership team to develop a shared view of highly effective teacher practice.
• Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery.
• Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration.
• Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice.
• Providing evidence-based feedback to teaching staff to inform their effectiveness and development.
• Providing expert advice about the context, processes and strategies that will shape individual and school professional learning.
• Supervising and training one or more student teachers and mentoring and/or coaching teachers.
• Modelling exemplary use of student data to inform teaching approaches.
• Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities.
• Have a direct impact and influence on the achievement of the goals and priorities established by the School Strategic Plan and¿Annual Implementation Plan.
• Positive academic growth and achievement of students
• Actively contribute to the design and delivery of whole school programs including PAL and Personal Best.
• Be a positive and visible ambassador for the college.
• Any other duties as directed by the principal.

SCOPE

The Staff and Student Development Programs Learning Specialist will lead the development of programs that support BSC Teaching staff through initial onboarding in their first year and the coordination of mentoring programs. The role will also coordinate support for students through the EAL program, creating a process for assessment, support and reporting for our EAL students and professional development of the Teaching staff to support these students.

The Staff and Student Development Programs Learning Specialist will work closely with and be supported by the BSC Teaching and Learning Team in executing their responsibilities. The role will support the T&L team as the PLC leader for English and Humanities, embedding of the VTLM 2.0 in our instructional model and leading the Foundation (English) and Culture, Service & Society Worlds.

Reports to: Assistant Principal - Teaching and Learning

Responsibilities

RESPONSIBILITIES

Staff Support

• Supported by the AP for Teaching and Learning, to coordinate the BSC Teacher Mentor program for all new staff, through various programs including Career Start, Teach for Australia, Teach Today, PTT and Graduate teachers
• To be the key contact for Career Start, TFA and VIT programs
• To coordinate the mentoring program for all new BSC teaching staff, including liaising with a range of experienced staff who will form a team of mentors, including coordination of required PD days (i.e. Career Start) and monitoring to ensure the necessary professional conversations and teaching observations are conducted and documented
• To coordinate Termly catch-ups of all graduate BSC teaching staff or similar activity to promote collaboration and support between our graduate teachers
• To communicate/escalate any concerns or requests for additional graduate teacher support to the AP for Teaching and Learning
• To guide and monitor graduate teachers in creating rigorous learning tasks, delivering regular and explicit feedback to students, use of student data to differentiate curriculum and monitoring student progress (or to facilitate this support through other experienced teachers as appropriate)
• To contribute to improved communication between teacher teams and the College leadership team.

PLC Leadership

• To lead the English and Humanities programs through your role as the PLC leader
• To support the development and implementation of VLTM 2.0 teaching and learning models throughout the foundation program, including Reach (Entry), Reach (PACE21)
• Development of Assessment & Reporting tools for the foundation programs, including identifying new opportunities (AI) and exploring evidence-based feedback & reporting tools
• To construct and lead Learning Teams to deliver consistent curriculum, pedagogy and assessment practices.
• To lead the evaluation of documentation of curriculum resources based around the school¿s Instructional Model and with reference to the Victoria Curriculum standards and VCE Study Designs.
• To coordinate the timely completion of required tasks, including meeting assessment and reporting deadlines, managing Domain budgets and resources, publishing Course Handbooks and managing staff representation at Year Level/Course Counselling Information Events.
• To lead the PLC team in the use of student data to differentiate curriculum and monitor student progress.
• To contribute to improved communication between teacher teams and the College leadership team.
• To play a vital role in improving continuity and consistency of teaching practice within the relevant domain to improve students' educational outcomes.
• To contribute to the Teaching and Learning team and development of whole school programs
• To lead the Foundation (English) and Culture, Service & Society Worlds

Student Support

• To coordinate support for our EAL & International students by establishing a BSC EAL program which includes a process for assessment, support and reporting for our EAL students
• To coordinate professional development of the Teaching staff to support our EAL students.
• To be the BSC in-house expert on EAL assessment, curriculum and reporting

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:

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 Sunday 24 August 2025 at 11.59pm

Posted

11 August 2025

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