Leading Teacher

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Eastern suburbs

Reference:

Location Profile

Healesville High School is a small secondary school uniquely positioned in the Yarra Valley, approximately 20kms northeast of Lilydale and 70kms from the Melbourne CBD. The school opened in 1962 and has a current enrolment of 350 students. The majority of students are from Healesville and the surrounding rural communities. Approximately 50% of students use bus transport to and from school. The bus network extends throughout the Yarra Valley and services Yarra Glen, Christmas Hills, Toolangi and Coldstream.

The school services the educational needs of students from a diverse range of socio-economic backgrounds, including a small number of Koori students. The school has a strong community focus and is proud of its history in working with the local community. Healesville prides itself as a very caring and safe school where its students can grow and mature to be confident, articulate and focused young men and women.

The school has recently been rebuilt. Ten million dollars was allocated for modernisation of classrooms, administrative buildings, library and specialist facilities. In addition the school was successful in applying for a $2M Language Centre and a $2.5M Trade Training Centre (Building & Construction and Automotive). The masterplan for the whole site allows for neighbourhoods of learning that are specific to year levels as well as first class specialist facilities throughout. This has added to the already excellent sporting and other school facilities including indoor heated swimming pool, two stadia, gymnasium and music centre. Our jointly operated sporting and recreation facilities provide access for students both within and outside school hours. The school has close links with the community and supports programs that enhance opportunities for students.

Healesville High has an extensive computer network including computer labs, pods and laptop computers. All students in Years 9 and 10 are provided with a portable notebook computer for their exclusive usage throughout the school day. Students in Years 11 and 12 have access to computers and portable notebooks in the VCE Centre. Year 7 and 8 students are in the Bring Your Own Device program. This is in addition to our already excellent computer resources and ensures that all Healesville High School students have access to innovative and global learning experiences.

Our school has an excellent VCE pass rate and an outstanding record of placing students in tertiary courses. We also offer a VCAL (Victorian Certificate of Applied Learning) program for Year 11 & 12 students which works closely with the local community. Healesville is a member of the Yarra Valley VET Cluster which works cooperatively to offer a broad range of VET programs. All later years students have managed individual pathways which ensure they have access to a full range of educational and vocational options. The Yarra Valley Polytechnic (the new Trade Training Centre in conjunction with Upper Yarra SC and Worawa Aboriginal College) offers senior students the opportunity of completing Certificate II & III in Building and Construction, Automotive Mechanical and Vehicle Body Repair at Healesville, Hospitality and Furniture and Cabinet Making at Upper Yarra and Rural Operations at Worawa. The successful completion of these courses will enable students to enter their post secondary pathway.

The school¿s professional development program ensures that all staff are at the forefront of educational thinking and reforms and there is a genuine commitment to continually improve the standard of teaching and learning across all areas of the curriculum.

School Purpose

To provide engaging and dynamic learning experiences for all students within a caring school community that nurtures individuals and motivates them to reach their full academic and personal potential.

School Values

RESPECT

Care for self, others and the environment

Accept and embrace diversity

Tolerate different opinions

RESPONSIBILITY

Be accountable for your actions

Make a commitment to all that you do

Act in a fair and reasonable manner

RELATIONSHIPS

Be trustworthy and honest

Get along with others

Be sensitive to the feelings of others

TEAMWORK

Cooperate and share

Learn together in a supportive way

Persist and make a genuine effort

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

In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
• Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
• Leading and managing staff performance and development (review of staff);
• Teaching demonstration lessons;
• Leading and managing the development of the school's assessment and reporting policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
• Responsibility for general discipline matters beyond the management of classroom teachers;
• Contributing to the overall leadership and management of the school;
• Contributing to the development of proposals for school council consideration;
• Developing and managing the school code of conduct.

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

• 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 Thursday 11 September 2025 at 11.59pm

Posted

1 September 2025

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