Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1540404
Lyndale Secondary College is a vibrant Years 7-12, single-campus educational institution with a diverse student population of over 850. Established in 1961, Lyndale is a cornerstone of its community, known for progressive educational practices, comprehensive pathway management, and a strong commitment to cultural diversity. With more than 40% of students born in 47 different countries and 64 languages spoken at home, Lyndale provides a rich, multicultural learning environment that enhances the experiences of both students and staff.
Central to Lyndale's success is a consistent focus on high expectations across all areas of school life. Guided by our core values of respect, resilience, and responsibility, we foster an environment where students are supported to achieve personal and academic excellence. Respect ensures every student feels valued, resilience inspires them to overcome challenges, and responsibility encourages ownership of their learning and actions.
Our curriculum is broad and inclusive, offering programs such as ACE Program (Advanced Challenge and Enrichment Program), VCE, VCE VM, VPC, and VET, as well as an English Language Centre catering to the unique needs of international and refugee students. Beyond academics, Lyndale boasts a nationally recognised Performing Arts program, vibrant student leadership opportunities, and a culture that celebrates diversity and inclusion, ensuring every student has the opportunity to thrive.
Lyndale's commitment to excellence is evident in our strong academic results. NAPLAN data reflects consistent improvements, while the Attitudes to School Survey (AToSS) highlights student engagement and satisfaction. Staff and parent opinion data further underscore the school's strong sense of community and effective programs.
Our commitment to continuous improvement is reflected in key measures such as Staff Opinion Data, NAPLAN, AToSS, and Parent Opinion Data. These indicate significant growth in areas like school climate, which has shown substantial improvement since 2020 and now exceeds the state average. This progress is also evident in strengthened collective efficacy and collaborative practices among staff, contributing to enhanced outcomes for students.
Lyndale is committed to fostering a positive, inclusive culture for both students and staff. We support professional growth through collaboration, peer observation, and evidence-based teaching practices. Whether you are a student seeking a dynamic and supportive learning environment or a staff member looking to advance your career, Lyndale Secondary College is a place where potential is realised and excellence is celebrated.
Recent investments in state-of-the-art facilities have transformed our campus, creating an ideal environment for innovative learning. These facilities include a STEM Centre, Technology/Arts Hub, Aviation and VR Centre, a well-resourced library, and a world-class Performing Arts Theatre. These spaces enable modern teaching approaches such as team-teaching, cross-curricular projects, and community engagement, fostering creativity, critical thinking, and collaboration.
Vision & Values
At the core of our work is a shared vision: to celebrate diversity, inspire excellence, and equip our students for the challenges and opportunities of tomorrow. Our community is grounded in the values of respect, responsibility, and resilience, which inform our approach to both teaching and learning.
Through our strategic focus on enhancing teacher capacity and implementing a Schoolwide Positive Behaviour Support Framework (SWPBS), we are committed to ensuring that every student experiences measurable growth, regardless of their starting point. We believe in the power of student voice and leadership, empowering our young people to make meaningful contributions within and beyond our school community.
Join Lyndale Secondary College and be part of a future-focused team, where we are driven by our passion for education and our belief in the potential of every student.
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.
The responsibilities of this position will be:
Leading Teaching and LearningBuild the knowledge, practice, and professional engagement of colleagues through modelling, collaborating, and coaching
Support the implementation of the school¿s instructional and curriculum priorities within the sub-school
Monitor student learning outcomes within the sub-school and work with teams to respond to trends in data
Lead and manage the sub-school by overseeing the day-to-day student management, timetabling matters, and staff coordination within the area
Ensure the effective development, delivery, and evaluation of the education program within the sub-school
Lead regular sub-school meetings with year level coordinators (and staff when required)
Oversee the implementation of the SWPB Framework across the college
Oversee student wellbeing, behaviour, and attendance within the sub-school in collaboration with well-being and inclusion staff
Lead transition processes for students moving into and out of the sub-school
Act as an escalation point for complex student management matters within the sub-school
Build a positive, consistent culture across year levels within the sub-school
Liaise with parents and carers on matters relating to student progress, wellbeing, and conduct
Coordinate and professionally support colleagues, including year level coordinators, within the sub-school
Model effective teaching and pastoral care practice for less experienced staff
Provide coaching and constructive feedback to staff to build capability across the sub-school
Contribute to the performance and development review process for staff within the sub-school, where applicable
Make a significant contribution to policy development relating to teaching and learning across the College
Take responsibility for implementing one or more priorities from the school¿s strategic plan
Provide input to school leadership on sub-school performance, risks, and improvement priorities
Represent the sub-school¿s interests and perspective in whole-school planning and decision-making
Model the College¿s values and professional standards at all times
Model the College¿s Instructional model and SWPBS framework
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.