Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1488528
Kolorer College is a brand-new secondary school being built 33km west of the Melbourne CBD in the suburb of Cobblebank. The school will serve the diverse and growing communities of Strathtulloh, Cobblebank and Thornhill Park and will open for Year 7 students only on Day 1, Term 1, 2026, growing to a Year 7-12 school by 2031. Anticipated enrolments for 2026 are 150-175 students, with a Stage 1 built capacity for 865 students.
Our School
Kolorer College will be a supported inclusion school and will feature outstanding facilities including:
These facilities will enable our school to offer high-quality learning to our students and a modern work environment to our staff.
Kolorer, a Wurundjeri word meaning lava flow, embodies the powerful transformation and enduring impact we foster in every young person we serve.
At Kolorer College, we know that inclusion creates better outcomes for everyone. We are unashamedly ambitious for our students and committed to excellence, learning and growth for all students and staff.
Guided by our conviction that learning matters, our mission is clear:
We live our values every day by being our B.E.S.T.:
Our motto, Excellence Together, reflects this mission and we are strongly committed to the use of evidence-based best practice in teaching, learning and wellbeing to make this a reality. This is an exciting opportunity for you to be part of shaping a learning community where all students - and staff - are known, challenged to grow, and inspired to thrive.
We are now seeking applications from passionate, committed educators and school administration and support staff who are ready to build a school to be proud of.
Please note that, as a progressive and modern workplace, part-time and flexible work opportunities in line with DE policies will be available to all staff members, including those in the Leadership team. Feel free to contact the Principal, Ciar Foster, to discuss these possibilities.
Please provide a written response to each written criteria of no more than 1 page.
Preferred documentation format in a single PDF document.
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 capacity to establish and lead evidence-based student engagement, learning and wellbeing practices which foster a culture of excellence for all students.
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 overview
The Kolorer College Sub-School System is designed to provide a strong foundation for each student¿s academic and personal growth by fostering a sense of identity, connection, guidance, and support. Within this system, the Sub-School Leader plays a pivotal role in overseeing the academic progress and social development of students in their stewardship, monitoring student progress, developing opportunities for connectedness, celebrating student success and addressing individual needs. Central to the role is building strong partnerships with families and our community, serving as the primary link between home and school, and taking a personal interest in each student¿s growth. The Sub-School Leader reports to the Principal via an Assistant Principal and contributes to creating an environment that supports both academic success and personal development for all students.
Responsibilities
Sub-School Leadership
Student Learning
Student Engagement and Pathways
Staff Development and Support
Parent and community engagement
Operational
Leadership team membership
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
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.