Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1537242
Located in Melbourne¿s South East, Narre Warren South P-12 College is one of the largest schools in Victoria. The College leverages the P-12 nature of the school to provide wide-ranging support to students from diverse backgrounds in order to help all students achieve their potential. We proudly serve a diverse community, with 70% of our students speaking a language other than English at home. Over 20 different cultural groups are represented, with particularly large enrolments for Afghan and Pacifica backgrounds. The school is considered to have a high level of socio-economic disadvantage, but a range of strong learning and behavioural programs support students to achieve at high levels, despite other challenges they may face.
The College has a large and comprehensive wellbeing team, including counsellors, speech pathologists, a psychologist, a paediatrician, Doctors in Secondary Schools and multiple youth workers. Students are also supported by a large team of cultural engagement workers from 6 different cultures, a team of multi-cultural education aides and a big inclusion workforce to support children in the College. This significant resourcing is designed to support children outside of the class, so teachers can focus on helping them to reach their academic potential in the classroom.
Narre Warren South P-12 College follows an instructional approach centred around explicit teaching and a strong curriculum. There will be exciting work in the coming years as we embed this work in years P-8 and explore its potential in higher year levels. The College¿s performance on the Grade 1 Phonics check and Attitudes to School Survey is higher than both state and similar schools, and we are confident our NAPLAN and VCE results will undergo significant improvements in the coming years.
Narre Warren South P-12 College has over 2300 students and 350 staff, providing a range of opportunities for additional programs and leadership opportunities. This includes a large music, art, Hands On Learning, Rugby and Soccer Academies and other programs to engage students and allow staff to share their special skills. Our large leadership team of 50 staff allows for development opportunities for those looking to build a career in our school.
The school has layers of support for new teachers, with all new staff assigned both a coach and a mentor. In addition to this, the College has a range of strong policies and processes to support consistent lines of communication. The College has a high expectations approach to attendance, uniform and lateness. The College has a ¿5 Rs¿ student management approach to help teachers if complex classroom situations occur, and the school has an extensive team of student engagement leaders to support teachers with managing classroom practice.
The College operates by our PRIDE values: Perseverance, Respect, Integrity, Dedicated Teamwork and Excellence. We are proud of our achievements in ¿getting the best from and for our students¿ and gladly welcome hard working staff with a strong moral purpose to join our fabulous team.
Please contact reception to be put through to one of our Assistant Principals if you would like more information about the role or would like a tour.
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.
Position Summary
The Head of Year is a key middle-leadership role responsible for providing strategic oversight and operational leadership for a designated year level. The position drives high standards in student wellbeing, engagement, and academic progress by leading Year Level Coordinators and working collaboratively with senior leadership.
The role ensures a consistent and proactive approach to behaviour management, attendance improvement, academic intervention, student support planning, and staff development. The Head of Year acts as the primary point of contact for students, families, and staff, fostering a positive and supportive school environment aligned with the School Strategic Plan (SSP) and Annual Implementation Plan (AIP).
This position also oversees year-level events, manages compliance processes, leads wellbeing and engagement initiatives, and ensures that all policies, procedures, and data requirements are implemented to a high standard.
The Head of Year is expected to:
1. Lead the Year Level
Support and guide Year Level Coordinators.
Build a positive, safe, and connected year-level culture
2. Improve Attendance
Use data to identify attendance concerns early.
Lead consistent attendance follow-up across the year level.
3. Strengthen Student Wellbeing
Implement early intervention for wellbeing and behaviour concerns.
Ensure support plans (IEPs, BSPs, ALPs, SSPs) are created and used effectively.
4. Support Academic Progress
Monitor student achievement trends and identify students needing support.
Lead intervention strategies and work with staff to improve outcomes.
5. Build Staff Capacity
Coach and support staff on behaviour management, attendance practice, and student support plans.
Lead learning walks and professional learning when required.
6. Use Data to Drive Improvement
Analyse attendance, behavioural, wellbeing, and academic data.
Use this information to set goals and guide year-level actions.
7. Align With Whole-School Priorities
Ensure year-level work aligns with the SSP, AIP, and school policies.
Work collaboratively with senior leadership.
Operational Responsibilities
1. Attendance & Engagement
Track attendance daily and follow up concerns through calls, letters, and meetings.
Develop Return-to-School and Modified Timetable Plans.
Conduct home visits according to the Narre Warren South P-12 College home visits policy
Work with external agencies for chronic absence cases.
Conduct referrals to external services (Eg. Navigator) to support attendance concerns of students identified.
2. Wellbeing & Behaviour
Respond to wellbeing concerns and behaviour incidents promptly.
Lead restorative conversations and re-engagement processes.
Implement consistent consequences associated with the College¿s student management
processes
Create and monitor IEPs, BSPs, ALPs, and other support plans.
3. Academic Monitoring
Identify students needing academic support or extension.
Work with teaching staff and support teams (EAL, literacy/numeracy).
Liaise with AP-Intervention and Engagement and Disability Inclusion to ensure NAPLAN accommodations are made for identified students requiring additional support.
4. Staff Support
Coach staff on attendance expectations and behaviour management
Provide resources for Home Group and wellbeing sessions.
Conduct regular `walk throughs¿ of classrooms
Monitor staff responses to R process and support implementation of process
5. Events & Operations
Oversee year-level events: camps, excursions, assemblies, student leadership.
Coordinate emergency procedures and year-level compliance tasks.
Manage lockers, laptops/BYOD and resource allocation.
6. Family & Agency Partnerships
Build strong communication with families through regular communication.
Liaise with psychologists, Child Protection, police, KESO, and other supports.
7. Budget & Administration
Manage year-level budget and permissions.
Lead Census, and relevant administrative requirements
NAPLAN- Ensure students in Year 7 and 9 have any modifications or exemptions provided.
Support Assistant principal with conducting ATOSS survey
Other duties as directed by the Principal or their nominee
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.