Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1551158
Belonging | Understanding | Respect | Growth
We welcome passionate and imaginative educators into our learning community. We are committed to supporting and valuing staff in their professional practice and growth through:
belonging to an inclusive and multicultural community
knowing that together we make a difference
intellectual and practical engagement in our profession
teaching for conceptual understanding.
Located on the lands of the Wurundjeri people, our community is wonderfully diverse, with more than fifty language backgrounds represented among our families and staff. This diversity is one of our greatest strengths, and we draw on it to build a sense of Belonging for every student and family.
Our dedicated team of multicultural and integration staff helps build strong connections between the college and our families, so that families feel welcome and their voices are heard. Through events and performances throughout the year, students and families share their cultures, languages and traditions with the wider school community. When students see their own backgrounds reflected and valued at school, they are better able to feel that they belong and to succeed in their learning.
Our organisational modelEach cohort is led by an Assistant Principal and a Leading Teacher (PEG), who move with their students from Year 7 through to Year 12. This continuity embeds relational pedagogy and reflects our values of Belonging and Understanding.
Our meeting structure supports this model and is built around four foci: Professional Culture, Knowing our Students, Curriculum, and Pedagogy. Staff work collaboratively in meeting time, moving through each focus in a connected sequence using the Inquiry Cycle framework.
Our frameworksWe have achieved Gold status in embedding School-Wide Positive Behaviour Support (SWPBS). We are now developing an inclusive school framework closely aligned with the Framework for Improving Student Outcomes (FISO) and the Victorian Teaching and Learning Model (VTLM 2.0). This work is guided by our goal of building integrated multi-tiered systems of support, and we welcome educators who are inspired by it.
At Craigieburn Secondary College, we teach for understanding. We focus our professional growth on ensuring that all students have access to, and success in, their academic and social learning.
Supporting our studentsMany of our students face challenges at home. We support them through breakfast and homework clubs and a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Targeted fluency and tutoring programs support learning, and our learning partners make sure that Individual Learning Plans are developed and implemented effectively.
Joining our teamNew staff are supported through a structured induction program that includes dedicated time release for mentoring and coaching. Our values of Belonging and Respect place strong relationships between staff, students and families at the centre of our practice. You¿ll build these relationships quickly through form teacher roles, community events and extra-curricular opportunities.
Growing your practiceStaff have many opportunities to extend their practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities reflect our commitment to students¿ personal and educational growth through:
student voice and agency
applied learning
restorative practices
community leadership
inclusive and differentiated teaching and learning
reflective and evaluative practices
enrichment and engagement programs.
In 2027, we will continue to interweave SWPBS and VTLM 2.0 through an explicit teaching planning template. We will also keep strengthening our multi-tiered system of Wellbeing, Behaviour and Academic supports.
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.
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.
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:
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
Purpose of the Role
The Engagement and Community Leader provides strategic leadership to improve student engagement, attendance, connectedness and wellbeing by strengthening partnerships between the College, families and the broader community. The role leads the development and implementation of whole-school approaches that foster a positive climate for learning, enhance student voice and agency, value diversity, promote pro-social behaviours, and encourage meaningful participation in school life.
Working collaboratively with students, staff, families and external agencies, the Engagement and Community Leader identifies and addresses barriers to student engagement and attendance through the use of engagement, wellbeing and attendance data. The role leads targeted interventions, support programs and preventative strategies that improve student connectedness, inclusion and educational outcomes, while ensuring all students feel respected, represented and supported within an inclusive school community.
The Engagement and Community Leader builds the capacity of staff to develop culturally responsive, inclusive and relationship-based practices that strengthen student belonging, family engagement and positive behaviour. Through the implementation of evidence-based approaches, including School-Wide Positive Behaviour Support (SWPBS) and other proactive engagement strategies, the role supports the development of safe, respectful and supportive learning environments where pro-social behaviours are explicitly taught, modelled and reinforced.
Key Competencies
Community Engagement and Partnership Leadership
Demonstrates deep knowledge of student engagement, attendance, connectedness and community partnership practices.
Leads the development, implementation and evaluation of whole-school engagement strategies that strengthen student participation, belonging and success.
Builds and sustains authentic partnerships with families, community organisations, cultural groups and external agencies to improve student outcomes.
Student Voice, Agency and Leadership
Demonstrates a deep understanding of student voice, agency and leadership as key drivers of engagement, wellbeing and learning.
Leads the development of systems and structures that provide authentic opportunities for students to influence decision-making, learning and school improvement.
Builds student leadership capacity through coaching, mentoring and the development of meaningful leadership opportunities.
Ensures diverse student perspectives are represented and valued in College initiatives, programs and priorities.
Multi-Tiered System of Supports (MTSS)
Demonstrates expert knowledge of multi-tiered systems of support and the implementation including the four critical components of effective SEB and academic support ¿ Prevent, Teach, Respond and Decide.
Lead the design, installation and continuous evaluation of a three-tiered continuum of universal, targeted and intensive supports within their domain (academic, behavioural or wellbeing)
Establish and oversees decision rules and progress-monitoring procedures that determine entry to and exit from Tier 2 and Tier 3 supports within their domain e.g. Attendance.
Maintains an Intervention Inventory mapping every Tier 2 and Tier 3 intervention in their domain to entry/exit criteria, dosage, fidelity measures and progress-monitoring tools.
Leads team-based data review routines that monitor both fidelity of implementation and student outcomes for each intervention across the tiers.
Supports staff to differentiate and intensify practice across the tiers ¿ increasing structure, re-teaching, intensifying prompts and supervision, and enhancing feedback for students requiring additional support.
Collaborates with Leaders to align tiered supports across academic, behavioural and wellbeing systems through an Interconnected Systems Framework (ISF).
Uses a range of screening, progress-monitoring, engagement, attendance, wellbeing and perception data to identify needs, evaluate the impact of interventions, and decide when to maintain, intensify, adapt or fade support.
Student Engagement and Connectedness
Demonstrates a deep understanding of the factors that influence student engagement, attendance, participation and belonging.
Leads strategies that strengthen school connectedness, positive relationships and student participation.
Promotes culturally responsive, inclusive and strengths-based approaches that support all students to engage and succeed.
Leads initiatives that promote diversity, cultural inclusion and pro-social behaviour across the College.
Data Literacy and Evidence-Informed Practice
Uses attendance, engagement, wellbeing, student voice and perception data to identify trends, monitor progress and evaluate impact.
Leads the collection, analysis and use of student, family and community feedback to inform planning and continuous improvement.
Supports staff to use evidence to develop targeted interventions and engagement strategies.
Promotes data-informed decision making to improve student attendance, engagement and connectedness.
Teacher Capacity Building
Builds staff capability through professional learning, coaching, mentoring and collaborative inquiry.
Supports the implementation of evidence-informed practices that improve student engagement, attendance, inclusion and wellbeing outcomes.
Promotes culturally responsive practice, student voice and engagement as core elements of effective teaching and learning.
Develops staff understanding of family partnerships, community engagement and inclusive practices.
Collaboration and Relationship Building
Develops and maintains productive relationships with students, staff, families, community organisations and external agencies.
Facilitates collaboration across teams to support consistent engagement, attendance and inclusion practices.
Builds trust and shared responsibility for improving student engagement, wellbeing and learning outcomes.
Promotes strong partnerships between the College, families and the wider community to support student success.
Organisation and Accountability
Demonstrates high levels of professionalism, integrity and accountability.
Effectively manages programs, projects, budgets, timelines and compliance requirements.
Leads the monitoring, evaluation and reporting of engagement, attendance and student voice initiatives.
Maintains accurate records and ensures timely communication, reporting and evaluation of outcomes.
This competency framework aligns directly to the role's purpose, the FISO 2.0 engagement dimensions, and the strategic responsibilities you've identified around student voice, attendance, connectedness, cultural responsiveness and community partnerships.
Specific Duties
Data Management and Evaluation
Student Voice, Agency and Leadership
Support staff to embed student voice, agency and leadership opportunities within learning and wellbeing programs.
Student Engagement and Connectedness
Community Engagement and Family Partnerships
Cultural Inclusion and Community Partnerships
Program Leadership and Coordination
Staff Capacity Building
Budget Management
Other
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.