Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1481973
Would you like to join the Leadership Team of a Victorian Government Secondary School which opened in 2024 and is looking to further expand in 2026?
Would you like the opportunity to do the following?
If you are, then Yarrabing Secondary College is looking for Leading Teachers to join the school from Term 1 2026.
About Us
Yarrabing Secondary College opened in Term 1 2024 and provides the growing local population with great educational opportunities close to home. In 2025 Yarrabing Secondary College had a student population of 400 students in Year 7 & 8. The college will progressively grow by one year level thereafter. In 2026, we will have Year 7, Year 8 and Year 9 students only.
Yarrabing Secondary College is located 29 kilometres west of Melbourne, in the suburb of Aintree. When fully established in 2029, the school is anticipated to have 1200 students enrolled from Year 7 to 12 and 130 school staff members.
Our school grounds are close to planned parklands, sporting facilities, and we are surrounded by a supportive community. Most students that will attend our school live locally and would tend to walk or ride their bike to school.
Our school will be culturally diverse with many of our students having a language background other than English (LOTE) spoken in the family home, with the largest LOTE languages being Hindi and Punjabi. We are proud of our diversity and our inclusive school community.
We strive to provide a nurturing and challenging environment that empowers students to reach their personal best, both academically and socially.
Our Vision
Our vision is to empower our students by developing well rounded, confident, and responsible individuals who have high expectations of themselves, and who aspire to achieve success through respect, responsibility, and collaboration.
Our Mission
Our mission is to be a safe, supportive environment that emphasises motivation and self-discipline. Using 21st century approaches, we provide students with the means to achieve their potential and we challenge our students to grow academically, socially, culturally, and emotionally. Collaboration and positive relationships will underpin all our work.
Additional information can be found at: https://yarrabingsc.vic.edu.au/
The successful applicant will play an instrumental role in the development and implementation of contemporary educational practices to support the learning and wellbeing of all students across the school. This position is a fantastic opportunity for the right individual to help our school be the absolute best school it can be for students, staff and the wider school community as our school continues to grow and thrive over the years ahead.
As a teacher at Yarrabing Secondary College, you will contribute to the collaborative planning, implementation and evaluation of school curriculum and contribute to the school culture as a results-oriented collaborative professional learning community.
Teachers at Yarrabing Secondary College are exceptional classroom practitioners, with an innovative mindset, who will bring passion and creative thinking to providing challenging and stimulating learning opportunities for students. Our teachers work collaboratively with colleagues and leadership to improve students educational outcomes and to ensure that the school remains on a path of continuous improvement through the application of evidenced-based research.
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.
SC6
(i) Demonstrated ability to motivate staff, develop their talents and build an effective team. Demonstrated ability to lead and manage change including the leadership of others in the process of change.
(ii) Highly developed student management skills, and a proven capacity to use these skills to drive continuous improvement in student learning outcomes at a cohort level. Demonstrated ability to build team identity and connectedness.
Our College's core principle is to provide students with an education that fosters personal, academic, and social development and provides access to fulfilling post school options.
General Description:
The Head of House Leader will be responsible and accountable to the College Executive Team. They will provide leadership, information, direction and support to the College Council, teaching staff and College community in relation to programs and practice for their team.
In liaison with the Assistant Principal of School & Student Operations, and in accordance with College policy, the Head of House Leader will lead and manage the provision of support for student learning within the team. This position seeks to support effective teaching and learning by ensuring that assistance is available to students beyond the classroom and that where difficulties arise a coordinated approach to their resolution is employed.
The primary responsibility is to lead and manage the co-ordination team, and through this team, the teachers and students. The leadership focus would be to facilitate forward planning and to develop a team oriented approach in serving the needs of teachers and students; improving levels of expectation and aspiration are critical.
In 2026, the Head of House Leader will be responsible for overseeing two House Teams comprising of Year 7, 8 and 9 students. Each team will comprise of approximately 150 students and 2 coordinators.
In 2027 and beyond, the Head of House Leader will be responsible for overseeing one House Team comprising of Year 7, 8, 9 and 10 students. By this stage, we anticipate each team to comprise of approximately 225 students and 2 coordinators.
The Head of House Leader will be responsible for the team and monitoring individual student progress, ensuring effective reporting of student progress, monitoring attendance, ensuring effective support structures are in place, providing key support in student wellbeing, ensuring effective operation of the school Code of Conduct and promoting student involvement in co-curricular activities.
The Head of House Leader will provide advice to the College Principal and Leadership Team where appropriate, regarding requirements and strategies for improvement in student learning management.
The Head of House Leader will exercise judgment and initiative in assisting to resolve problems identified or referred by staff to ensure that policies and procedures are followed and standards maintained. This would be exercised within the broad policy of the College and in conjunction with the broad supervision of the College Executive Team.
The Head of House Leader reports to the Assistant Principal of School & Student Operations.
The Assistant Principal of School & Student Operations and Team Leaders form a management and administrative team in which duties are negotiated and are shared according to the needs of the College and interests of the personnel involved.
It is expected that the person appointed to a leadership position will negotiate with the College Executive Team the particular emphases required. These whole school portfolio allocations will enable us the flexibility to provide appropriate experience to Leaders over time. However, there are some typical duties expected to be undertaken
Typical Duties include:
Other
However, it is important to state that as a Leading Teacher, duties do not just stop with the main areas of this position. The management of significant school student management programs or functional areas in schools involve Leading Teachers in the analysis of the needs of students and the translation of state educational policy and frameworks into appropriate education programs to meet the needs of all students.
Additional whole school portfolios could include one or more of the following:
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
This is an ongoing tenured Leading Teacher position, 27/01/2026 to 28/01/2030.
Applications must include:
For ease of handling by the school, all documents (cover letter, CV, and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment Online. Please also ensure that your name is included in the header of each document.
All applicants should ensure that their personal profile on Recruitment Online is up to date.
Applicants seeking further information about the school or this position, are encouraged to:
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.