Leading Teacher

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Loddon Mallee - Campaspe

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

Leadership & Culture

• Build a positive learning culture with high expectations, challenge, engagement, and student voice.
• Work with the Principal, Leadership Team, and School Improvement Team to deliver strategies for the cycle to improve Years 9-10 outcomes.
• Lead a focus group in the annual Performance and Development (PDP) process.
• Be an active member of the Engagement Team & SWPBS Implementation Team.
• Mentor and support the 9-10 Sub School Assistant to build capacity and confidence.
• Manage student transition into Year 9 and Year 10.
• Promote student leadership opportunities and oversee SRC programs and initiatives.

Teaching & Learning

• Ensure staff teaching in Years 9-10 have access to relevant student wellbeing information such as IEPs and BSPs to support lesson planning and unit development.
• Support the implementation of the school's Instructional Model.
• Be familiar with school data (Attitudes to School Survey, NAPLAN, attendance, and other relevant measures) to contribute to whole-school improvement.
• Use Compass Chronicle and Pulse data to track student engagement and follow up as required.
• Collaborate with Careers & Pathways Leader and Curriculum Team to support Year 9 subject selection and Year 10 course counselling.

Wellbeing & Engagement

• Lead wellbeing and engagement initiatives for Years 9-10.
• Oversee chronic attendance concerns, ensuring intervention strategies are in place.
• Support the Sub School Assistant in managing student behaviour, applying the SWPBS framework.
• Manage major behaviours, repeated incidents, and significant wellbeing concerns in conjunction with the Assistant Principal.
• Oversee Behaviour Support Plans, Attendance Plans, Safety Plans, and SSG meetings.
• Support Disability Inclusion processes and targeted interventions.
• Maintain strong and regular parent communication via Compass.
• Work with SRC and the Wellbeing Team to introduce student-led programs that strengthen school culture and promote positive student-staff relationships.
• Work with other Sub School Leaders to oversee the homegroup program for Years 9-10.

Events & Operations

• Oversee Year 9 participation in the School for Student Leadership program.
• Oversee and coordinate Year 9 and 10 camps and excursions (planning delegated to the Sub School Assistant).
• Support Careers & Pathways with subject selection, handbooks, information packages, timetables, and student interviews.
• Oversee Year 9 and 10 student awards at Presentation Evening.
• Oversee and supervise SRC-led activities including meetings, fundraising, College events, and student entertainment.
• Ensure SRC funds are monitored and used for the benefit of students, with fundraising proposals submitted for School Council approval.

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.

Location Profile

Rochester Secondary College is a rural school with around 350 students. It is set in picturesque grounds within the Rochester township. The school has strong ties to surrounding primary schools and the wider local community.

Rochester Secondary College provides quality learning for all in a respectful and inclusive environment.

Our mission is to empower students to grow academically, socially, and emotionally. We foster an environment of respect and develop strong community partnerships to cultivate collaborative learners who thrive beyond their schooling years.

Rochester Secondary College¿s values are Growth, Respect, Optimism and Wellbeing.

Growth

We are proud to achieve our personal best whilst becoming more independent. We demonstrate persistence and determination to improve.

Respect

We respect ourselves, others and our environment, and we treat everyone with kindness.

Optimism

We have a positive outlook and are motivated to develop the skills to have confidence in our future.

Wellbeing

We foster a safe, caring environment where we become emotionally resilient and support all members of the Rochester Secondary College community.

We offer students a comprehensive range of subjects as well as many other pursuits that complement the classroom program. These include the Year 7 Orientation program, sports, camps and excursions, pre-driver education, local and city-based work experience, step-up program and public speaking. We offer an extensive sporting program and enjoy success in many sporting domains.

Rochester Secondary College is committed to providing a safe, supportive environment, inclusive of all cultures, for all students, staff and members of our community. Our school recognises the importance of the partnership between our school and parents and carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students.

For more information about the college please visit our website

Applications close Monday 15 September 2025 at 11.59pm

Posted

2 September 2025

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