Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Inner South East suburbs
Reference: 1490882
Elwood College is seeking dedicated, strategic, and experienced leaders to join our College Leadership Team as Sub-school Directors. This pivotal role will drive curriculum excellence, foster student wellbeing, and support the achievement of our Strategic and Annual Implementation Plans. As a leader of both teachers and students, you will be instrumental in elevating teaching quality, guiding professional development, and enhancing student outcomes across your cohort.
Key Responsibilities:
Our values are Respect, Integrity, Care and Compassion. Our mission is to foster in students a love of learning; to build their resilience; to enable them to approach the future with optimism; and to provide students with the skills and attitudes that will enable them to be productive and responsible global citizens.
Elwood College encourages students to pursue excellence in a culturally diverse learning environment through the development of positive, respectful and cooperative relationships. We have a high expectation that students will continue onto tertiary studies with enthusiasm and confidence. We focus on developing 'future-ready' students, equipped for life beyond school in a challenging local and global environment. Independent, inquisitive learning, and global perspectives are incorporated throughout the curriculum.
A strong and motivated Student Representative Council ensures that student voice is heard. In addition to being an active subcommittee of school council the SRC hosts a number of events each year, including a wonderful Student Talent Show.
Curriculum is designed to allow all students to participate in a wide range of purposeful learning experiences. Its structure ensures that students can build on their achievements and plan for the development of specialised skills in later years.
With the recent completion of much of our ongoing building and grounds redevelopment program, students and staff learn and teach in a sophisticated, technologically well-equipped environment to meet the 21st century educational needs of teachers and students.
We value collaboration and partnership with our families as well as with a range of community, educational, industry and government organisations both in Victoria and overseas. We encourage and support parents and families to be engaged in student curriculum activities, our school culture and environment.
Elwood College has developed a sophisticated transition process, Second Storey, with our feeder primary schools, and we are working on building stronger relationships between primary, secondary and tertiary education settings to provide students with a continuum of learning and a strong sense of community.
Global citizenship is fostered through real world contexts for learning. Our diverse student population, International Student Program and Sister City relations provide opportunities for open and sustained global communication and interactions.
The Student Family Occupation Education (SFOE) index was 0.1884 in 2025. The staffing profile of Elwood College includes a Principal and two Assistant Principals, 72 teachers and 17.5 full time equivalent Education Support (ES) staff.
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.
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 [email protected]
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 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.