Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1508007
Elevation Secondary College is an evidence-based school in Melbourne's booming Northern growth corridor. Situated approximately 23 kilometers from Melbourne, we service the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further North to Mickleham.
We first opened our doors in 2020, to a purpose built, state of the art educational facility with a Science, Technology and Arts building, as well as a general-purpose Learning Community building, Administration Centre and Library. In 2025 our school has grown to over 1100 students from Year 7-12 and we are celebrating our inaugural graduating class in December.
In 2022, Elevation Secondary College was named #1 best place to work in Australia/New Zealand in the Government, Education and Non for Profit sector by the Australian Financial Review and Inventium!
School Vision
Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students. The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.
Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum. Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour. All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model. The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.
Professional Learning Culture
Elevation Secondary College has a powerful professional learning culture, based on the idea that: ¿if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve¿ Dylan Wiliam University of London. Staff at the school maintain a professional approach to teaching and learning. The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.
Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement, wellbeing and inclusion.
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.
SC6 Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices.
Leading Teacher - Transition Coordinator
The Leading Teacher for Transition is responsible for managing all aspects of the Year 6 -7 Transition process as well as managing the induction of new students to the school in other year levels. The Leading Teacher for Transition will deliver effective transition programs that support student learning and wellbeing for new students to the school, teaching them what it is to be an `Elevation¿ student.
The Leading Teacher for Transition is responsible for managing all aspects of the Year 6 -7 Transition process as well as managing the induction of new students to the school in other year levels. The Leading Teacher for Transition will deliver effective transition programs that support student learning and wellbeing for new students to the school, teaching them what it is to be an `Elevation' student.
Area of responsibility:
¿ Provide educational leadership to students, families and primary schools to support the effective educational transition of year 6 - 7 students into the school, including support in the development of IEPs and support plans
¿ Work with the Year 7 Leading Teacher and Assistant Principal for Junior School to create an effective Year 7 Orientation program.
¿ Work with Year Level Leaders, APs for Junior, Middle and Senior School as well as LS for Trauma Informed learning to create an orientation program for new students to the school, to ensure students are inducted as `Elevation¿ students with routines and expectations being taught explicitly.
¿ Connect with transition coordinators at local primary schools to do detailed handovers for students entering Year 7
¿ Use data from primary schools to create Year 7 mentor groups for the following year
¿ Collect data and create year 7 mentor group classes
¿ Organise various Year 7 Transition events including `Showcase Night¿ and `Welcome night¿
¿ Teach students procedures such as LSL, hands up, equipment required for every subject, bell times, etc.
¿ Check locker is set up in the correct way for new students, with a separate subject book for every subject.
¿ Ensure IEPs are created for every student coming from a non-Victorian government school (independent, catholic, interstate or non-fee international) that starts after census date (From March 1st onwards)
¿ Work with LS (Trauma informed learning & Berry Street) to adapt and coordinate the orientation programs
¿ Work with APs for Junior, Middle and Senior School regarding new enrolments
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.
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected]
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.
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
To find out more about Elevation Secondary College, applicants can view our website at https://www.elevationsc.vic.edu.au, view our Careers page at https://www.elevationsc.vic.edu.au/our-school/careers/ or meet or leadership team at https://www.elevationsc.vic.edu.au/our-school/meet-the-team/.
To find out more about this position, please contact our HR Manager, Jemma Scerri on (03) 8339 8000 or [email protected] to make a phone or online appointment with a member of the Executive Team.
Please ensure that your application includes:
· Names, contact numbers and email address of at three referees.
· A resume including relevant experience as well as personal details, (name, address, contact numbers, business and home number)
· A Written section addressing the selection criteria and the requirement for application under the Who May Apply Section.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.