Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Loddon Mallee - Greater Bendigo
Reference: 1537598
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.
The Leading Teacher will be accountable to the Principal and the Assistant Principal responsible for the relevant portfolio.
Leading Teachers at Bendigo South East College will be highly skilled classroom practitioners who lead a significant area of the College with a high degree of independence. They will improve the knowledge, practice and collective performance of staff through modelling, collaboration, coaching, professional learning and disciplined implementation of College priorities.
Each Leading Teacher will have direct responsibility for implementing one or more priorities within the School Strategic Plan and demonstrating the impact of their leadership on student learning, wellbeing and engagement. This reflects the Department¿s expectation that Leading Teachers improve teaching workforce capability, lead significant educational functions and directly influence the achievement of school goals.
The position description identifies the College¿s initial implementation focus for the first year of the new leadership structure. Portfolio responsibilities may be refined, redistributed or evolve during the life of the 2026¿2030 School Strategic Plan in response to emerging student needs, implementation evidence, organisational changes and the stage of the College¿s improvement journey. Any changes will retain the expectation that every Leading Teacher contributes directly to the implementation of the Strategic Plan and improved student outcomes.
This is consistent with our Strategic Plan¿s intention to phase implementation initially establishing shared expectations and systems, followed by deeper implementation through professional learning, coaching, observation and feedback, and then increasingly evaluating and refining approaches as the work matures.
Leading Teachers will:
To lead a coherent whole-school approach to high expectations, attendance, engagement, inclusion and early intervention through the consistent implementation of Our Expected Learning Behaviours, the Educational Response to Behaviour and a clearly documented Multi-Tiered System of Supports.
The alignment review identified the need to improve expectations for attendance, punctuality, preparation and productivity and embed the College¿s existing frameworks consistently. It also found that staff understanding of MTSS and Tier 1 classroom practice required development and that engagement improvement would be achieved through stronger expectations, teaching, assessment and learning structures.
Key responsibilities
Initial-year deliverables
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.
College Profile
Bendigo South East Secondary College is a Year 7¿10 secondary college located in Flora Hill, Bendigo. The College is entering an important new chapter in its improvement journey, with a renewed leadership structure, a clear focus on strengthening whole-school practice, and a strong commitment to improving outcomes for every student.
As a 7¿10 setting, Bendigo South East Secondary College plays a critical role in preparing young people for success in senior secondary pathways, including VCE, VCE Vocational Major, VET, apprenticeships, traineeships and other post-school options. The College works in partnership with families, community agencies, neighbouring schools and senior secondary providers to ensure students are supported to make informed choices and experience success in their learning and future pathways.
The College has a strong commitment to student engagement, wellbeing, inclusion and learning growth. Specialist programs, including the Athlete Development Program, Academy of Creative Arts and Music Program, provide opportunities for students to connect with school through areas of strength and interest.
Bendigo South East Secondary College is undertaking significant improvement work focused on establishing high expectations, strengthening instructional practice, embedding a guaranteed and viable curriculum, improving assessment practices, enhancing student engagement, and reviewing structures and programs to maximise learning time. The College is seeking leaders who are prepared to contribute to this work with energy, clarity, resilience and a strong moral purpose.
This Leading Teacher position represents a significant opportunity to contribute to the next stage of the College¿s development. The successful applicant will join a Leadership Team committed to working collectively, visibly and strategically to bring about sustainable change for students, staff and the broader school community.