Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Loddon Mallee - Mount Alexander
Reference: 1544341
Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's positive learning culture. All students are encouraged to achieve their personal best while developing an awareness of the community around them and building positive, respectful relationships.
We maintain high expectations for both staff and students. We place equal importance on learning and wellbeing, creating calm, safe and rigorous learning environments where students feel connected, supported and inspired to succeed.
At the beginning of 2026, CSC initiated a new Year Level and Sub-School Model designed to strengthen student connectedness, wellbeing and academic achievement. Students belong to one of four Sub-Schools, each supported by a dedicated Sub-School Leader and Year Level Leaders:
This structure ensures every student is known, valued and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.
The model is already achieving strong results. Our excellent 2026 NAPLAN results, including significant growth in literacy and numeracy, demonstrate the impact of our continued focus on high-quality teaching and learning. This progress is complemented by strong growth across all wellbeing measures in the 2026 Attitudes to School Survey, reflecting increased student connection, engagement and confidence in their school experience.
Five key frameworks underpin our vision for high-quality teaching and learning:
Our SWIM provides clarity and consistency for staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.
The BSEM underpins our relational and wellbeing approach, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to support learning environments that are calm, predictable and rigorous.
Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety and engagement across the school.
Enhancing literacy and numeracy remains a central priority at CSC. Strong foundational skills empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students and families.
Castlemaine Secondary College continues to invest in high-quality teaching, strong wellbeing support and learning environments that reflect our values of Aspiration, Respect and Empathy.
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
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.