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

Key Selection Criteria

• Deep expertise in applied learning, VET, and VCE-VM/VPC curriculum/assessment.
• Demonstrated leadership in curriculum design, program evaluation, and staff capacity building.
• Strong skills in industry/community partnership development and management.
• Passion for student engagement, vocational pathways, and inclusive educational practice.
• Highly developed interpersonal and collaborative skills.
• Proven ability to manage and adapt complex programs in response to policy, strategic priorities, and student needs.

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 Leading Teacher for Applied & Hands-On Learning leads the design, implementation, and continual improvement of Years 8¿12 applied learning programs, including the VCE Vocational Major (VCE¿VM), Victorian Pathways Certificate (VPC) and VET. The core foci include

• Establishing and championing quality applied and hands-on learning programs and robust vocational pathways.
• Lead and innovate student pathways, industry engagement, and career readiness, ensuring every student can access authentic, real-world learning and supported future pathways.

The Leading Teacher works directly with the Senior Years Assistant Principal, the Jobs Skills and Pathways Counsellor, is a member of the events and student support teams.

Team Structure:

Team Membership: T&L team and CQEES team.

Leads/manages: VM team, VET trainer team, Hands-On Learning team.

Responsibilities

Responsibilities

• Curriculum Leadership
• Lead the development, implementation, quality assurance, and continual improvement of VCE-VM and VPC curriculum and programs, ensuring that hands-on/applied learning is central to all learning from Years 8 to 12.
• Co-ordinate and champion , ensuring all students participating in VET are fully supported, program delivery is of high quality, and student pathway planning is embedded within the context of applied learning.
• Develop, implement, and review whole-school programs that champion applied and hands-on learning opportunities across all year levels, with a particular focus on building robust learning and future pathways.
• Ensure consistent integration of Literacy, Numeracy, Work Related Skills, Personal Development Skills, and VET components in senior pathways and that all program offerings foster real-world learning, structured workplace experiences, and diverse, flexible pathways (university via non-ATAR, apprenticeships, traineeships, workforce entry).
• Develop, review, and ensure quality in assessment tools and project-based competency tasks (including micro credentials) as required by VCE-VM and other applied learning programs.
• Work with the Leadership Team to coach staff in effective goal setting for student portfolios and adapt/create tasks that implement a set of micro-credentials to best prepare students for VCE/applied success.
• Collaborate in identifying and establishing industry partnerships and structured workplace learning for senior students.
• Assist with VET course integration in selected specialist/elective programs in PACE subjects
• Staff Capability Building
• Lead and manage the VM team, VET trainer team, and Hands-On Learning team, facilitating consistent and high-quality delivery of applied programs.
• Provide comprehensive professional development and instructional coaching, focusing on applied/hands-on learning pedagogy, project-based strategies, VET delivery compliance, and VCE-VM assessment.
• Build a collaborative and innovative staff culture by mentoring teachers, promoting best practice, and supporting the planning, delivery, and evaluation of integrated projects that build employability and personal development skills.
• Foster professional learning across all applied learning teams and regularly review the effectiveness of delivery, ensuring programs remain at the forefront of best practice.
• Student Engagement & Pathways
• Facilitate inclusive and engaging practical learning experiences, tailored for all student cohorts (neurodiverse, disengaged, at-risk, PSD-funded, and high-ability), focusing on authentic vocational exposure and experience.
• Guide and advise students and families as they progress through applied learning in Years 8¿10 and transition into the VCE Vocational Major, building awareness and take-up of future-focused pathways.
• Lead, monitor, and initiate all aspects of structured workplace learning, placements, and the achievement of VET credentials as central elements of the VCE-VM program.
• Champion applied and vocational learning within the college, advocating internally and externally for the value and outcomes of hands-on pathways.
• Note: Responsibility for wellbeing and pathway planning for High needs classes is not part of this role in the short term; focus remains on program design, establishment, and growth.
• Partnerships and Community Engagement
• Build and sustain effective partnerships with local industry, TAFE, RTOs, and community groups to enhance student access to applied learning experiences and pathways.
• Organise and lead relevant excursions, incursions, and guest speakers for Years 8¿12, embedding authentic real-world and industry contexts in school programs.
• Lead staff in running community events and co-curricular activities (such as PAL, House, and VM), maximising engagement in hands-on and practical learning.
• Leadership & Program Management
• Contribute proactively to whole-school leadership and strategic development of applied and vocational pathways, both as a member of the T&L and CQEES teams.
• Manage program compliance, including documentation, OHS, and reporting for all VET and VCE-VM elements.
• Lead, supervise, and support the VM, VET trainer, and Hands-On Learning teams, ensuring that all programs are delivered to the highest standard.
• Collaborate with career advisors, pathway coordinators, and external partners to support strong student transitions into further education, training, or employment.

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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