Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1489081
JOIN THE LEADERSHIP TEAM AT EPPING SECONDARY COLLEGE
Epping Secondary College is seeking a passionate and experienced educational leader to join our dynamic leadership team as a Leading Teacher.
We are looking for a forward-thinking educator who is committed to driving excellence in teaching and learning, improving outcomes for all students, and optimising wellbeing and engagement across our school community.
If you are ready to contribute to a culture of high expectations and continuous growth, we welcome your application.
VISION
Epping Secondary College strives to enable and equip all young people to reach their full potential, of being curious and acquiring new knowledge and skills; of forming strong, valuable, healthy relationships; of participating in creative expression; and of building strong mental and physical wellbeing.
VALUES
The College values which underpin our behaviours and practice are:
Respect: we treat all individuals with respect. Our relationships are based on trust and mutual respect. We recognise the differing circumstances and needs of our students and are dedicated to achieving the best possible outcomes for all.
Resilience: we strive to successfully adapt to challenging experiences and tasks through emotional, social, academic, and behavioural perseverance.
Care: we value community, build empathy with each other, and we act with integrity and compassion.
WORKFORCE
The 2025 staffing profile comprises of approximately 130 staff, including 4 Principal class, 11 Leading Teachers, 5 Learning Specialists and approximately 40 Education Support staff. The school workforce currently contains no identified indigenous employees.
LOCATION
Epping Secondary College is a co-educational 7-12 college established in 1976. Epping is a northern suburb of Melbourne, Victoria, Australia, located 20 km north of Melbourne's Central Business District. The City of Whittlesea is the local government area.
SIZE & STRUCTURE
The student population at Epping Secondary College remains steady at 975. Epping Secondary College is physically organised in year level units to better support students through their different stages of growth as well as provide a sense of belonging and wellbeing.
A central element of educating the whole child at Epping Secondary College is our school-wide commitment to Positive Education. This approach is embedded through the `Learning for Life' curriculum and the broader culture of our school.
OVERSEAS STUDENT PROGRAM
Epping Secondary College is a safe, friendly and welcoming study destination, offering international students an enviable lifestyle that nurtures success and the confidence to take steps forward in life. In 2025 the school offered places for all year levels (7 to 12) and enrolled a total of 19 international students. Countries represented were India, Sri Lanka, Timor, Philippines, Iran, Vietnam, China and Fiji. The school has capacity for 20 international students. Our international students are here in Australia with their families studying the Victorian Curriculum or Victorian Certificate of Education.
SOCIAL & ENROLMENT CHARACTERISTICS
Epping Secondary College has a diverse and multicultural community with students representing over 35 nationalities. We have 40 Aboriginal and Torres Strait Islander (ATSI) students, forty percent of the student population have English as an additional language, providing us with 63 EAL students (funded English as an Additional Language) and 19 international students. The Student Family Occupation and Education (SFOE) Index for the college in 2025 is 0.5083.
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
In 2026 Leading Teachers and Learning Specialists will be appointed to a role with a portfolio as listed below that contributes significantly to the strategic direction of the school and the improvement of student outcomes.
Our Strategic plan 2025-2029 has two major goals:
Goal 1: Improve learning outcomes for all students
Goal 2: Optimise wellbeing and engagement for all students
Leading Teacher - Inclusion
Leading Teacher - Careers, Pathways & Transitions
Leading Teacher - Curriculum Implementation
Leading Teacher - Assessment, Reporting and Data
Leading Teacher - Student Wellbeing
Leading Teacher - Positive Climate and Student Support Years 7-8
Leading Teacher - Positive Climate and Student Support Years 9-10
Leading Teacher - Positive Climate and Student Support Years 11-12
Learning Specialist - Instructional Practice x 3
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.