Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1539514
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.
The responsibilities of this position will include:
Lead the implementation of the Department of Education Disability Inclusion reform to strengthen inclusive education across the school.
Lead the Disability Inclusion Profile and surrounding supports to identify the strengths, functional needs and educational adjustments to assist students with additional learning needs.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.
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
Our College values underpin all aspects of our practice and guide our interactions within the school community:
Respect
We treat all individuals with dignity and respect. Our relationships are built on trust, inclusion and mutual understanding. We recognise the diverse backgrounds, experiences and needs of our students and remain committed to achieving the best possible outcomes for all.
Resilience
We support students and staff to adapt positively to challenges through emotional, social, academic and behavioural perseverance. We cultivate a growth mindset and encourage continuous improvement.
Care
We value community and belonging. We act with integrity, empathy and compassion, fostering a safe and supportive environment where every individual feels known and valued.
Workforce
The 2026 staffing profile comprises approximately 120 staff, including:
Location
The College is located in Epping, a growing northern suburb of Melbourne, approximately 20 kilometres from the Central Business District, within the City of Whittlesea municipality.
The area continues to experience residential growth, contributing to a vibrant and diverse school community.
Size & Structure
Student enrolment at Epping Secondary College remains steady at approximately 960 students.
The College is organised into year-level units to support students through their developmental stages and to foster connection, belonging and wellbeing.
A central element of our approach to educating the whole child is our school-wide commitment to Positive Education. This is embedded through our Learning for Life curriculum and reflected in the broader culture of our school, ensuring that wellbeing and academic growth are equally prioritised.
International Student Program
Epping Secondary College is a safe, welcoming and supportive study destination for international students. In 2026, the College will continue to offer places across Years 7¿12, with capacity for up to 20 international students. Our international cohort represents a diverse range of countries and cultures.
Social & Enrolment Characteristics
Epping Secondary College is a diverse and multicultural community, with students representing more than 35 nationalities.
Our diversity is a key strength, enriching learning experiences and preparing students to engage confidently in a global society.