Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1482316
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 Highly developed student management skills, and a proven capacity to use these skills to drive continuous improvement in student learning outcomes at a cohort level.
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.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities;
Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
Leading and managing staff performance and development (review of staff);
Teaching demonstration lessons;
Leading and managing the development of the school's assessment and reporting policies and practices;
Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
Responsibility for general discipline matters beyond the management of classroom teachers;
Contributing to the overall leadership and management of the school;
Contributing to the development of proposals for school council consideration;
Developing and managing the school code of conduct.
Specific duties for this role include, but are not limited to:
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.
Kambrya College is a co-educational Government secondary school in Berwick, Victoria, Australia. In 2025, we will have a student population of approximately 2400 students. We offer a broad range of programs from Years 7-12, culminating in a highly effective VCE program in the senior years. In 2024 our VCE results ranked us as the highest performing non-select entry state school in Southern Melbourne, and we also outperformed many private schools in the district. Our literacy and numeracy data indicates that we are providing robust instruction and support for students, with all NAPLAN growth and achievement levels significantly above state, similar school and network averages. The College has a strong focus on developing numeracy and literacy skills for all students and has a range of programs to support student development.
Our annual Student Attitudes to School Survey results demonstrate that we are a school on a strong trajectory of improvement, and since 2018 we have increased all measures significantly. Many are now in the top 20% of the state, and some even in the top 10%. Overall, we increased from the bottom 49% in 2017 to the top 20% of all Victorian Government Secondary Schools by 2023, and this improvement was sustained in 2024.
Our staff culture is one of both high expectations and collegiality. Our annual Department of Education Staff Opinion Survey results consistently show that we are well above the state, network and similar school averages in all indicators, such as positive school climate, collective efficacy, collective focus on student learning, and staff trust in colleagues. Overall, our staff survey results show that for school climate indicators we are in the top 10% of all Victorian Government Schools. We have more than 280 staff at Kambrya College, and yet we have an extremely high staff retention rate, with only 2-3% of staff seeking other opportunities during any average year.
Our College also has a strong focus on developing leadership skills for staff. This includes a structured Leadership Development Program and one-to-one GROWTH coaching available for staff. With such a large student cohort and so many different needs and programs, the career opportunities at Kambrya College are vast, and there is a large suite of tiered opportunities for leadership and development for staff to progress their careers.
We take particular pride in our approach to supporting and mentoring teachers who are new to the profession. Graduate teachers are supported to achieve their full registration with VIT through a simple and streamlined process with extensive support. In addition to the regular 5% reduction, our beginning teachers have their teaching load further reduced to give them access to DE's "Career Start Program" which includes PD and additional mentoring.
Our Teaching and Learning Cycle provides a sharp focus for teachers to plan and deliver high quality instructional practice. This includes an emphasis on high impact teaching strategies, and positive classroom management strategies. We have a strong focus on student health, engagement and wellbeing, and we use a School Wide Positive Behaviour System to recognise student behaviours and create a culture of mutual respect. We have a large Student Health, Wellbeing and Engagement Centre which hosts a range of clinicians and counsellors to support students. We have a range of tailored programs to support both the emotional and academic development of our students. Students also have designated Learning Mentors to support their learning and wellbeing.
In the Junior School (Years 7-9) we operate four vertical sub-schools which each reflect one of our core values (integrity, achievement, respect and compassion). Students join one of these four sub schools and remain in this sub school with their peers and a core group of teachers until the end of Year 9. Senior School (10-12) students are in horizontal year levels and have their own buildings and facilities, but are still part of a sub school for the purposes of sports carnivals etc.
Our College has a great range of facilities, including 13 science laboratories, three food technology kitchens (including one hospitality centre), a three court indoor gymnasium complex, well manicured soccer pitch and football oval, a 200 seat performing arts theatre, art studios, woodwork and systems technology rooms. To support aspiring athletes, the college also runs an Athlete Development Program and has recently constructed a new fitness centre to support their program. For those with a passion for performing arts, the College offers a Musician Development Program with a large number of bands/choirs/ensembles, specialist instrumental staff, a variety of instruments to learn and numerous opportunities to perform. The annual College Production brings together all aspects of visual and performing arts and is a major all-inclusive student event on the calendar each year. Our vocational training facilities for senior students include fully equipped centres for Building and Construction, Plumbing, Hairdressing, Beauty Services, Hospitality and Cookery, and Sport and Recreation. In 2025 we opened a stunning new two-story building housing 18 new classrooms, and we also completed an extension to the science wing with two additional chemistry labs. We have also recently opened a refurbished library with significant upgrades. All students are supported with a college wide laptop lease scheme, and the college utilises both Compass and MS Teams to provide collaboration for students, staff and parents.
Kambrya College builds and maintains strong international connections with sister schools in Japan and Germany, with the opportunity for students to engage in cultural exchanges. Furthermore, the College facilitates a range of other camps and experiences for students, including a Year 10 Central Australia camp.