Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1493478
Selection Criteria
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 Demonstrated commitment and capacity to identify and support high-ability students from diverse backgrounds through enrichment and engagement programs.
Role
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.
Responsibilities
Leading Teacher of High-Ability Enrichment and EngagementResponsibilitiesProgram Coordination and Development
- Coordinate, oversee, and evaluate the enrichment program schedule for high-ability secondary students, ensuring a diverse and challenging range of activities such as masterclasses, mentoring, networking events, and extension opportunities.
- Facilitate the design, implementation, and review of Individual Achievement Plans (IAPs) tailored to the talents, needs, and aspirations of high-ability students, ensuring these plans promote rigorous academic and personal growth.
- Provide direct line management and support to the Year 9 Advanced Maths Camps Program Manager, ensuring alignment with program goals and high standards of program delivery, including associated activities and annual symposium.
- Model and support exemplary teaching practice within enrichment programs, encouraging innovation and evidence-based approaches to challenge and engage high-ability learners.
Partnership and Network Facilitation
- Lead and collaborate with internal teams to strengthen and expand partnerships with universities, industry professionals, community organisations, and schools across Victoria, enhancing enrichment opportunities and supporting smooth student transitions, with particular attention to priority cohorts and underrepresented groups.
- Work as part of a team to facilitate professional learning among CHES staff and communities of practice among external educators to share best practices, resources, and research in high-ability education, to foster collective capacity building.
Professional Learning and Capacity Building
- Design, lead, and contribute to professional learning activities at building staff capability in the design and delivery of high-quality enrichment and engagement programs for high-ability students.
- Disseminate current research, evidence-based practices, and data-informed insights related to high-ability education, encouraging a culture of reflection, continuous evaluation, and improvement among teaching staff.
- Work collaboratively in a team to support staff performance and development through mentoring, coaching, and constructive feedback aligned with professional standards and school priorities.
Equity, Inclusion, and Access
- Proactively identify and support high-ability students from diverse and priority backgrounds, including rural and regional students, disadvantaged groups, Koorie students, and twice-exceptional learners.
- Develop and implement strategies to address barriers to participation in enrichment activities, such as cost and geographic location, leveraging the CHES hy-flex platforms and partnerships to ensure equitable access for all students.
- Promote culturally responsive practices and inclusivity within all enrichment programs to align with broader school and community values.
Monitoring, Evaluation, and Reporting
- Develop and implement comprehensive frameworks for monitoring, evaluating, and reporting on the impact of CHES enrichment programs and student outcomes, using qualitative and quantitative data to inform cycles of improvement.
- Provide regular reports and insights to school leadership, stakeholders, and external partners to demonstrate program effectiveness, inform policy development, and support accountability.
Contribution to overall School Leadership
- Contribute actively to the overall leadership and management of CHES, including participation in policy and program development, school council proposals, and initiatives related to student engagement and enrichment.
- Undertake leadership responsibilities beyond the enrichment program, such as supporting whole-school priorities, supporting professional learning, student wellbeing, and community engagement, as required.
- Represent CHES at relevant external forums, events, and professional associations to promote high-ability education and build strategic connections.
Strategic Planning and System Leadership
- Lead and manage the development, implementation, and ongoing evaluation of whole-school initiatives aligned with the CHES Strategic Plan, specifically relating to high-ability student enrichment and engagement.
- Collaborate closely with CHES Assistant Principals and leadership team to embed high-ability education across the wider education system through instructional leadership, developing and maintaining collaborative partnerships, and promoting innovation.
- Contribute to school policy development and strategic planning to ensure continuous improvement in high-ability education through CHES.
- Actively participate in and contribute to the school leadership team and contribute to a culture of excellence in teaching and learning for high-ability students.
- Other duties as directed by the Principal.
Who May Apply
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.
EEO AND OHS Commitment
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]
Child Safe Standards
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
DE Values
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
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
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.
Location Profile
The Centre for Higher Education Studies (CHES) is a vibrant centre-of-excellence for high-ability senior secondary students from government schools across Victoria. We warmly welcome new members to our leadership team through comprehensive induction, professional learning and transition supports.
Curriculum
We specialise in these four VCE subjects for high-achieving students across Victoria:
- VCE English Language 1 - 4
- VCE Algorithmics 3 & 4
- VCE Extended Investigation 3 & 4
- VCE Specialist Maths 1 - 4
We also offer Year 10 Enrichment Electives that introduce students to these subject areas.
- Critical Thinking for Creative Minds
- Research Matters
- Lingolab: Unveiling the Wonders of Real-World Language
- Introduction to Algorithmics
- Maths Investigations
The capacity to teach one or more of these subjects - or to learn to teach them - is important.
In addition, we support up to 30 first-year university courses (Higher Education Studies) for students across Victoria through university partnerships. These courses are taught and assessed by university academics and tutors.
Background to CHES: The Centre for Higher Education Studies
CHES has been established by the Victorian Government to engage and meet the needs of high-ability students in the senior secondary years and to promote extension, enrichment and early access to university courses. We commenced programs in 2023 as a purpose-built co-educational school where high-achieving and high-ability students can find the support, structure and space to extend their learning beyond a mainstream program.
To access our programs, students are enrolled part-time from government schools across Victoria. CHES provides a suite of programs through our state-of-the-art facility and learning management systems. At CHES all teaching staff have responsibilities for the delivery of high-quality VCE programs and to actively support the wellbeing, engagement and academic progress of students.
Substantial professional learning opportunities and supports are provided to all new teachers on their appointment to a position at CHES. Our school values are Reach, Connect, Understand and Think Ahead, and we pride ourselves on our collegiality, collaboration and support - and our excellent relationships with partner schools and universities.
Please contact Stewart Milner, Principal of CHES, for more information and to discuss this exciting role further or to arrange a visit to the CHES facility: [email protected] or 0411 615 786 or 03 9063 1170.
Our website: https://ches.vic.edu.au/
CHES is a hub to enrich and celebrate student learning
The state-of-the-art CHES facility is a four-storey building located at 669 Chapel Street in South Yarra and features a state-of-the-art classrooms, auditorium for masterclasses and seminars, university-standard science laboratories, small group tutorial rooms, a professional learning space, and rooftop terrace. These learning spaces reflect the CHES hybrid approach to teaching and learning with the capacity to easily teach students on-site and online at the same time so that students can access our subjects from anywhere in Victoria.
In 2025 there are more than 600 students enrolled (part-time) in CHES subjects with over 20% participating from rural and regional Victoria.
Our unique curriculum programs - and our enhanced focus on comprehensive enrichment opportunities
Students who undertake a HES or VCE subject through CHES also have access to other student enrichment opportunities, which include seminars, masterclasses and networking with universities and industry leaders.
Students participating in CHES programs remain enrolled at their base secondary school and are supported to undertake a program through CHES as part of their VCE program. Working in close partnership with their schools, students are enrolled in a CHES course for a fraction of their timetable (students typically study just one or two subjects with CHES) with the remainder of their enrolment and timetable reflecting the subjects being completed at their base school.
Local network partnerships
CHES has established partnerships with a foundation network of five local schools (Mac.Robertson Girls High School, Melbourne Girls College, Melbourne High School, Prahran High School and Richmond High School) and those schools are also able to deliver their own VCE classes within the CHES facility when our spaces are not fully utilised for CHES programs.
CHES also leads professional learning for teachers in schools around Victoria on meeting the needs of high-ability students.
Modes of curriculum delivery
To enable students across Victoria to access CHES programs, including rural and regional students, CHES programs are accessible online through our virtual platforms as well as on-site. CHES uses a hy-flex delivery mode, so that classroom delivery, discussion and collaboration opportunities are available to those students who are engaging online. Comprehensive orientation programs and enrichment opportunities are available to students.
CHES hours - innovative hy-flex arrangements
In terms of scheduling and work hours, please note that while most of our lessons are scheduled during a normal school day, we also hold a 90-minute live lesson for each of our VCE subjects from 4.30pm to 6.00pm on one afternoon per week and one 60-minute `live lesson' for each Year 10 Enrichment Elective once per week 3.45pm - 4.45pm, to enable as many students as possible to join the class after their regular school day. On those days, teaching staff commence work at 10.00am and finish at 6.00pm.
Additional flexible working arrangements are available for staff through discussion and negotiation with the principal, including opportunities to work from home and part-time work.
Access to CHES
CHES is an award-winning 4 storey state-of-the-art facility with university-standard laboratories, contemporary classrooms, and comfortable workspaces. We are located centrally on Chapel Street in South Yarra. Consistent with other inner city vertical schools, there is no staff car parking available on-site but there is convenient access through a range of public transport options nearby.
Consistent with Leading Teacher positions, the initial tenure of this Leading Teacher role is 3 years (until 28/01/2029) and at the expiration of the tenure period, the tenure may be renewed further.