Director of Senior School

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Learning Specialist - Range 3

Occupation: Learning specialist

Location: Melbourne - Southern suburbs

Reference:

Selection Criteria

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.

The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.

Responsibilities

This is a 3 year tenure position.

The Director of Senior School is responsible for implementing and managing the Victorian Certificate of Education (VCE) and takes responsibility for ensuring appropriate pedagogy and assessment procedures are embedded into the professional practices of all teachers teaching in Senior School. They will work with the Director of Curriculum and VASS co-ordinator to ensure accountability of course delivery and mandated assessment procedures and play a major role in identifying appropriate professional learning needs of teachers which will assist them in delivering curriculum which is imbued with the values and ideas set out in the Study Designs and which take account of current educational needs of our students. They will have proven expertise as a leader in pedagogy which embraces the Principles of Learning and Teaching, have high-level knowledge of ICT and the ways it can be used to enhance curriculum delivery, and be able to lead and implement programs which focus on personalised learning.

They will be responsible for providing an umbrella structure to support the Wellbeing needs of students that is delivered by the Year Level Co-ordinators, and Student Wellbeing Co-Ordinator. They will provide educational leadership in the development, co-ordination and implementation of the Senior School curriculum and student management practices that embrace policy set by the DET, V.C.A.A. and School Council. They 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 and student issues in the Senior School. They should have proven ability to lead others to make recommendations regarding changes to organisational practices.

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

Please provide the contact details of three referees. Please note that your current principal may be contacted if not provided as one of your referees.

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

Cheltenham Secondary College is well reflected in the statement: "Tradition and excellence in a caring, disciplined environment."

Founded in 1959, Cheltenham Secondary College is a single campus, Year 7 to 12 coeducational college of approximately 750 students. The College motto is 'Health and Learning'. The College is committed to providing comprehensive, relevant and challenging programs that enable all students to work towards achieving their potential and to be responsible and contributing citizens to their community, Australia and the World. We provide balanced and relevant education in an encouraging and nurturing way.

VALUES AND ENVIRONMENT

The College¿s values are Personal Best, Sense of Community, Respect and Responsibility. These values guide us in everything we do from personal growth and responsibility, inclusion and social justice, lifelong learning (to learn, to know, to be and to live together), experiential learning and eLearning.

How do we define or display these values?

• Development of personal excellence and willingness to participate is encouraged and acknowledged.
• By maintaining traditional values linked to the dress code/uniform, strong discipline and a supportive welfare structure.
• As a unified environment, we advocate honesty, loyalty, courtesy, consideration for all, tolerance and respect for one another.
• By fostering a sense of pride in self and a willingness to excel, which in turn encourages team spirit.

LOCATION AND ZONE

The College is bordered by a residential area, a light industrial zone and a large shopping complex (Westfield Southland), with both Monash University and Holmesglen TAFE Moorabbin Campus in close proximity. The College is well serviced by public transport, including bus services and the Cheltenham, Southland and Moorabbin railway stations.

Enrolments also include a cohort of overseas fee-paying students, thus adding to the multicultural nature of the College. Enrolments of boys exceed enrolments of girls at most year levels. The Student Family Occupation Index is reducing slightly.

STAFF

Cheltenham Secondary College has a dedicated staff who are committed to the best outcomes for students, who support the ethos of the College and are approachable and receptive. There is low turnover of staff.

CURRICULUM PATHWAYS

Students are grouped horizontally in year levels and from 2026 will be managed in two sub-schools: Middle (years 7, 8 and 9) and Senior (years 10, 11 and 12) Schools. The Year 12 pass rate is very high, and the vast majority of students go on to tertiary study.

The College provides a common and comprehensive program of cross and cocurricular activities to all students across all year levels. Each sub-school is led by a Director and three Coordinators.

As students move through the school, the opportunities available to sub-school curriculums are:

Middle School

Years 9:

• Students are provided with the common core curriculum but are also able to choose elective subjects in their chosen areas, leading to their final choices of a Senior School program that provides them with academic, vocational and traineeship post-secondary needs.

Senior School

Year 10:

• Students undertake work placement.
• Some students take up apprenticeships, traineeships or transfer to a senior campus college after year 10.
• Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.

Years 11 and 12:

• Students have the option to continue their academic pathway through the VCE and VCE VM programs.
• Students are able to participate in Vocational Education and Training (VETis), in University Enhancement programs.
• A significant number of students study a Language other than English (LOTE) outside normal school hours with external providers.

ADDITIONAL STUDENT OPPORTUNITIES

• An extensive cocurricular activities program exists which allows students to develop their talents outside of the classroom.
• The College takes a very high profile in inter-school competitions (especially sport and debating), has an extensive instrumental music program, a Year 12 Leaders program, a Student Representative Council and an invaluable peer support program.
• The Avenues, a sister school interstate exchange program which expands the opportunities for students and focuses on competitive and cooperative programs in sport, culture and the arts.

CHELTENHAM SECONDARY COLLEGE COMMUNITY

• Parents and Friends: The College welcomes and actively encourages parent participation in their children's schooling through the College Council and its range of subcommittees
• Local Council, Sporting Groups and other key broader community groups: City of Kingston, the Local Learning and Employment Network (LLEN), various Rotary Clubs, RSL and welfare organisations.

Applications close Sunday 28 September 2025 at 11.59pm

Posted

9 September 2025

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