Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Mitchell
Reference: 1545141
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
Engage with the whole staff and articulate the College¿s vision.
Lead and manage the implementation of whole school improvement initiatives related to the College¿s AIP and Strategic Plan.
Contribute to the overall leadership and management of the school as a member of the SIT.
Be able to analyse data to improve student learning outcomes.
Collaborate with members of leadership to lead, develop, implement, and evaluate programs to improve student learning outcomes in particular SWPBS and Berry St strategies.
Provide instructional leadership and play a leading role in the development, implementation, and evaluation of the BSC Instructional Model across the College.
Work with Principal Class to facilitate professional development for staff.
Be a leader in the PDP Review process and promote this culture across the school.
Be an exemplary teacher who can teach demonstration lessons which model innovative teaching practices, incorporating technologies effectively to enable students to achieve success.
Be an active leader of the PLC process.
Undertake ongoing professional learning and share new learning with the leadership team and teams across the College.
Continue to develop a vision for Educational Growth at BSC for the duration of the Strategic Plan with strategies, goals and targets within a cycle of review which will involve further investigation of the latest research, on-going examination of current practice including a needs analysis and preparation of a long-term strategy to continue a whole school approach.
Attend Whole School BBQ.
Provide instructional leadership by supporting and coaching staff to strengthen teaching practice and implement agreed whole-school approaches.
Model effective practice and create opportunities for staff to observe, discuss and reflect on high-quality teaching.
Support the implementation of whole-school professional learning by working alongside staff to translate new learning into classroom practice.
Participate in the ongoing monitoring of agreed whole-school practices, using evidence from learning walks, observations, feedback and relevant data to identify strengths and areas for further development.
Lead the implementation of the VTLM 2.0 within the College.
Other duties as negotiated with Principal Class.
The Disability Inclusion Leader's responsibilities are inclusive of but not limited to:
Lead the development and execution of the school's DI Strategic Plan, ensuring alignment with the Department of Education's requirements.
Monitor and evaluate the effectiveness of inclusive practices within the school, using data-driven insights to inform ongoing improvements and adjustments.
Ensure the integration of DI policies into all aspects of school operations, including curriculum planning, classroom management, and student support services.
Collaborate with the Assistant Principal in charge of operations to ensure the physical environment is accessible and accommodating for students with disabilities or additional needs.
Work collaboratively with school leadership, wellbeing staff, allied health professionals, and outside services (e.g., Health & Wellbeing inclusion workforces, Student Support Services contacts, and external therapists) to implement DI initiatives.
Lead the organisation of Disability Inclusion Profile (DIP) meetings and ensure that these meetings are conducted effectively.
Support the decisions of the sub-schools in relation to student management.
Deliver professional development and training for all staff on best practices for inclusive education, differentiated instruction, and supporting students with disabilities or additional needs.
Oversee the IEP process, ensuring structures and systems are in place for effective and compliant IEP development.
Ensure that the IEP process includes student voice in setting learning targets.
Oversee school processes for IEPs, including scheduling IEP week, managing the repository of IEPs, and communicating this with staff.
Collaborate with sub-school leaders and the Assistant Principal in charge of transition ensure a seamless transition for students with disabilities and additional needs as they move through the sub-schools.
Support sub-school leaders by providing guidance on managing the social-emotional needs of students with disabilities, ensuring the integration of DI principles into school culture.
Prioritise resources and time to identify and consider the needs of students with disabilities and additional needs to develop and publish resources and strategies that support DI.
Analyse Student Attitudes to School Survey data and Panorama data to identify and address issues related to DI.
Report regularly to the Principal and fortnightly to the Assistant Principal - Wellbeing on the progress of DI initiatives and student outcomes.
Provide support in the development of student behaviour plans, focusing on the integration of additional needs assessments while supporting Sub-School Leaders in early intervention efforts.
Guide staff in directing students to at-risk and support programs, ensuring alignment with DI practices.
Lead staff in understanding and implementing protocols for referring students to sub-schools for crisis management, ensuring a consistent approach aligned with DI practices.
Lead DI Drop-In Sessions, ensuring a holistic and collaborative approach to supporting students with disabilities, and the documentation of adjustments.
Attendance at SIT and BIT is a key part of this role
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.
Broadford Secondary College's vision is to give every person, every opportunity, every day.
Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence. Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin. In 2026 the school's enrolment is 850 students which is divided into three sub-schools: Junior, Middle and Senior.
The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff. The action plan aims to establish consistency of teachers understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.
Our school motto `aspire, strive, achieve'
Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VCAL, VETis, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport. The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool. Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability. The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting that is supported by BSC which enrols students in the VET courses and offers literacy and numeracy units of learning.
The College Student Family Occupation and Education (SFOE) index is: 0.4843.