Leading Teacher Range 3

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Southern suburbs

Reference:

Selection Criteria

• Demonstrated expertise in the effective use of data to drive improved student outcomes
  
  Proven ability to collect, analyse, interpret, and present student achievement and engagement data to identify trends, inform teaching practice, and support evidence-based decision-making at whole school, sub-school, and classroom levels.
• Capacity to lead and build staff capability in data literacy
  
  Demonstrated experience in developing the data skills of teachers and leaders, including training in data analysis tools, assessment practices, and using data to inform curriculum planning, differentiation, and targeted interventions.
• Strong instructional leadership and collaborative practice
  
  Demonstrated ability to lead and work collaboratively with teachers, domain leaders, and the school leadership team to embed a culture of high expectations, continuous improvement, and evidence-informed practice.
• Excellent communication, organisational, and interpersonal skills
  
  Proven ability to communicate complex data findings to a range of audiences, including staff, students, parents/carers, and school council, and to manage competing priorities in a dynamic school environment.
• Commitment to child safety and inclusive practices
  
  Demonstrated understanding of child safety principles, the Child Safe Standards, and inclusive education practices, with the ability to apply these in data and assessment processes to ensure all students, including those with disabilities and diverse backgrounds, are supported to achieve their potential.

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

Leading teacher ¿ Data and Assessment

Title: Leading Teacher D & A

Time allowance: 8 Periods

Reporting To: Assistant Principal T& L Principal

Working with: Principal, Senior School AP and AP overseeing attendance, T & L AP

Position Purpose:

The Leading Teacher ¿ Data and Assessment will provide strategic leadership and operational oversight of data collection, analysis, and assessment processes across the College. The role is pivotal in ensuring that student performance data is accurate, accessible, and used effectively to inform teaching practice, track progress, and drive whole-school improvement.

This position will work closely with the leadership team, domain leaders, and teaching staff to develop a culture of data-informed practice, ensuring assessment is purposeful, consistent, and aligned to curriculum standards.

Alignment with Strategic Plan and AIP Goal

This role directly supports the school¿s strategic goal of monitoring and improving student learning and wellbeing outcomes through the systematic analysis of key data sets, including teacher judgements, NAPLAN, PAT, and VCE results, as well as attendance and behavioural data.

Specific Responsibilities (Typical Responsibilities would include but not limited to the ones described)

Key Responsibilities

Strategic Leadership

• Lead the development, implementation, and review of whole-school data and assessment strategies aligned to the School Strategic Plan and Annual Implementation Plan.
• Promote a culture of data-informed decision making to improve student learning outcomes.
• Collaborate with curriculum and pedagogy leaders to ensure data and assessment practices support high-quality teaching and differentiation.

Data Management and Analysis

• Oversee the collection, storage, analysis, and reporting of student achievement and engagement data, including NAPLAN, VCE, VCAL/VCE-VM, On Demand Testing, PAT, teacher judgements, and school-based assessments.
• Monitor and analyse trends in student achievement and progress, providing regular reports to leadership, teachers, and school council to inform targeted improvement strategies.
• Work closely with the Assistant Principal overseeing attendance to monitor, analyse, and address trends in student attendance data, implementing evidence-based interventions where required.
• Collaborate with the Assistant Principal overseeing Senior School to review and analyse VCE and VCE-VM data, supporting continuous improvement in student outcomes.
• Ensure all data systems are maintained, accurate, and compliant with Department of Education requirements.

Assessment and Reporting

• Lead the design, implementation, and moderation of consistent assessment and reporting processes across all year levels and learning areas.
• Ensure assessment practices are fair, valid, reliable, and inclusive of all learners.
• Support staff in the use of formative and summative assessment to guide instruction and measure student growth.
• Oversee the timely production and distribution of semester reports and other required progress updates to parents/carers.
• Capacity Building
• Provide professional learning for staff on data literacy, assessment design, and the use of data to inform teaching practice.
• Mentor and coach teachers in using data to differentiate learning and monitor student growth.
• Work with Domain Leaders and Learning Specialists to develop targeted intervention strategies for students requiring additional support or extension.
• Lead professional learning to strengthen teacher understanding of assessment practices and consistency of judgments.
• Facilitate moderation processes within and across teams to ensure reliable and valid teacher judgments.
• Provide coaching and feedback to teachers on assessment design and use of criteria/rubrics.
• Support data-informed discussions to align teacher judgments with curriculum standards and student evidence.
• Build teacher capacity to analyse student work samples and apply agreed assessment standards.

Compliance and Accountability

• Ensure compliance with all DET policies and guidelines related to assessment, reporting, and data privacy.
• Contribute to school reviews, annual reports, and compliance audits as required.

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

Clyde Secondary College opened in January 2022. Our current enrolment is 1080 expected to grow substantially. 2026 will see the inclusion of Year 11, with Year 12 commencing in 2027.

At the heart of Clyde Secondary College is a deep commitment to fostering a warm, inclusive, and respectful school culture for both students and staff. We are dedicated to creating a learning environment built on high expectations and individual care, where every student experiences a rich, diverse, and challenging curriculum while being genuinely valued in a safe, supportive, and nurturing setting.

Our school values reflect our vision of ¿Excelling together, valuing the individual¿ and are embodied in the acronym REACH, Respect, Excellence, Aspiration, Curiosity, and Honesty. These values are not only central to student learning but are the foundation of how our entire community of students, staff, and families interact and grow together.

The College Leadership Team places a strong and active focus on staff wellbeing, recognising that the strength of a school community lies in the health and happiness of its people. We prioritise creating a collegial and positive workplace, where every team member feels supported, respected, and heard. Our culture is built on collaboration, trust, and genuine care, ensuring staff feel empowered in their roles, connected to each other, and sustained through access to ongoing professional development, wellbeing initiatives, and open lines of communication.

We pride ourselves on being a friendly and welcoming school, where kindness and approachability underpin all interactions. Whether you're a student, parent, teacher, or member of the broader community, you'll experience a sense of belonging and mutual respect that defines life at Clyde Secondary College.

To complement academic learning, students are offered a broad range of co-curricular opportunities, including performing arts, sports, student leadership development, and community engagement programs. We encourage every student to participate in school life beyond the classroom, helping them grow as confident, capable, and connected citizens.

Our curriculum, aligned with the Victorian Curriculum, is both comprehensive and stimulating, including English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, and ICT. As the College grows, additional subjects such as Music, Food Studies, and advanced options in Literature, Advanced Mathematics, Physics, Chemistry, and Systems will become available. STEM will also be a cornerstone of learning from Year 7 onwards, helping students build essential skills for future success.

We also offer a Select Entry High Achiever Program, designed to extend and support high-performing students through enrichment and acceleration opportunities leading into VCE.

As a supported inclusion school, Clyde Secondary College has been purposefully designed to welcome and meet the needs of students with disabilities, offering enhanced learning spaces and inclusive facilities that promote dignity, engagement, and success for all learners.

Clyde Secondary College is more than a place of learning, it's a caring and vibrant community where everyone is supported to thrive.

Applications close Sunday 7 September 2025 at 11.59pm

Posted

26 August 2025

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