Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1543323
SC1 Demonstrated expert knowledge of whole school curriculum compliance and management. 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, implementation and monitoring of effective classroom practice aligned to the VTLM 2.0, 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 outcomes relevant to the role and strategic priorities 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 capacity to monitor, manage and influence teacher capability in the delivery of safe, orderly, inclusive learning environments that are tightly aligned to school culture and expectations, while maintaining the highest degree of respect and regard for all stakeholders.
SC5 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative and productive relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC6 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.
All responses should be no less than two thirds of one page and no greater than one and a half pages of text no smaller than size 11 of an accessible font.
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
The Principal will be available to respond to queries about the position until Friday 18 September 2026.
Shortlisting will take place during the school holiday break, with interviews planned for early Term 4.
For further information about the position and the application process, please visit https://www.altonacollege.vic.edu.au/page/195/Positions-Currently-advertised...
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.
Altona College welcomes all staff, students and families into a rich learning environment. Our vision for effective education is focused on a careful balance of student Achievement, Wellbeing and Engagement (AWE). Recognising that these three pillars are essential in providing a stable school experience, we attempt to carefully monitor and respond to the needs of each student, to build upon our use of practices and strategies that are most likely to yield the strongest outcomes, for the greatest number of learners.
Our three pillars are pursued as follows:
Achievement is pursued through the acquisition of knowledge, skills and capabilities that will adequately prepare our students to lead satisfying, productive lives. We prioritise achievement in terms of learning growth and academic performance assessed against the appropriate curriculum. We also recognise that achievement is a broad concept pursued by students in other areas such as sport, arts, STEM and many other extra-curricular pursuits, many of which contribute strongly to student wellbeing and engagement.
Wellbeing includes the pursuit of connection, personal health and the resilience required to bounce back from difficult experiences. A carefully curated curriculum focuses on the development of Personal and Social capability through a range of age-appropriate topics including social skills, personal organisation, mental health, inclusion and so much more. In addition, a broad range of supports and interventions are available to students, ensuring that this pillar is strengthened throughout a child's school journey and supported in times of need.
Engagement balances both personal agency and integrity with active participation in opportunities to enrich and extend each students' learning experience. Reflective of these pursuits, our values of Innovation, Integrity and Respect emphasize our commitment to the development of empowered individuals who are open minded, compassionate and considerate of the diverse world they are being prepared to shape. Students are supported to develop a sense of independence, school pride while working towards the development of a clear purpose and destination (pathway).
Set close to Altona Beach, our College predominantly serves residents of Altona and Seaholme, sharing the 3018 postcode. Due the tight proximity of our enrolments, a large percentage of our students walk or ride to school, with many families making a regular habit of walking to and from school together. In addition, bus services and proximity to both Altona and Westona train stations mean that additional enrolments are attracted from families in other areas of Hobsons Bay, subject to capacity. As housing demands and affordability shifts in the area, many families who commence their education at the College also choose to move further away while still retaining their enrolment.
With three primary schools located within the Altona College secondary zone, our overall enrolment consists of approximately 3 secondary students for every one primary. Most of our secondary enrolments come from our local primary schools and are often already known to our own year 6 graduates, highlighting strong local connections that are supported through sport, arts and community service organisations.
Our enrolment continues to grow, but is expected to stabilise in the coming years. Projections suggest that our Primary enrolment will range between 250-325 students over the coming years, while the secondary school could accommodate up to 865 students if current enrolment trends continue.
If you're ready to work with purpose, lead with integrity, and grow as part of a supportive, forward-thinking team, we invite you to join us at Altona College - where your impact will truly matter.
Nathan Guthridge
Principal