Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1535310
Kew High School is a high performing co-educational school located in the inner eastern suburbs of Melbourne. The school was established in 1963 and continues to proudly provide an outstanding, holistic education to students of the local community. In 2025, Kew High School is comprised of 1002 students and 97 equivalent full-time staff. The staff includes 3 Principal Class members, 71 equivalent full-time teachers, 1.2 paraprofessional staff and 21.8 education support staff. The school prioritises high expectations and places students at the centre of a comprehensive learning and teaching program.
The Kew High School motto is: ASPIRE, STRIVE, ACHIEVE and the values of the school are founded in the first word of the motto, ASPIRE. Students and Staff are deliberately and actively guided by the values of Accountability, Social Equity, Participation, Integrity, Respect and Excellence in all aspects of school life. These school values inform the agreed learning behaviours in our classroom norms, they frame our positive behaviours framework and are consistently reflected in the broad co-curricular programs across the school.
In 2023, Kew High School celebrated its 60th Anniversary and the school has been proud to offer the local community access to the highest quality, co-educational, public education over the past 60 years. We are continuously improving our general and specialist teaching spaces and in 2022, a $10.8m STEM Centre was opened. We also have a dedicated music centre and a competition double gym and professionally equipped theatre, which are both heavily utilised by community clubs and groups.
Kew High School prioritises community development and has active parent and alumni groups who regularly engage with activities and programs at the school. We have established and developed a wide range of partnerships to enable excellence in our curricular and extra-curricular programs. We recognise the importance of extra-curricular learning and development with a broad range of camps, tours, performances, competitions, and expeditions locally, interstate, and internationally.
Kew High School is committed to child safety. For Kew High School's Child Safe Code of Contact and Statement of Commitment please see www.kew.vic.edu.au
Applicants should visit www.kew.vic.edu.au to access school documents.
Applications must be lodged through Recruitment Online by the due date and include:
All documents can be saved as clearly labelled PDF files and uploaded to RoL. Please ensure your name is included in the title of each document. Applicants should ensure their personal profile on Recruitment Online is up to date.
Please note: for shortlisted applicants, referees will be contacted by email before interview.
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 high level ability to lead staff and student culture and practice that embody challenge, support, leadership and agency for middle school students leading to improved student outcomes.
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:
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
Leading Teacher ¿ Leader of Senior School
Kew High School is a diverse and inclusive learning community committed to the development of student agency, academic growth, and wellbeing. The Senior School comprises students in Years 10-12 and plays a critical role in shaping their engagement, identity, and ongoing growth and achievement as learners.
This role is both pastoral and instructional in nature, focusing on senior years development, engagement, and pathways, advising on effective curriculum planning, student engagement, wellbeing, and inclusive leadership of a team of senior school coordinators.
The Leader of Senior School is a highly skilled and compassionate educational leader with a deep understanding of adolescent development and senior pathways. They are responsible for creating a safe, inclusive, and engaging learning environment where every student can thrive academically, socially, and emotionally.
The role aligns with the school's Strategic Plan priorities:
To maximise learning growth for all students
To strengthen student engagement in learning through a positive and supportive culture of high expectations
The Leader of Senior School is a member of the school¿s Leadership Team and Student Services Team and plays a key role in realising the goals of the School Strategic Plan.
Leader of Senior School ¿ Key ResponsibilitiesIn accordance with the Victorian Government Schools Agreement and Leading Teacher classification, the Leader of Middle School will be a key contributor to whole school improvement in the following keys areas:
Leadership and Strategic Implementation
Lead the development and implementation of senior pathways initiatives aligned with the School Strategic Plan and Annual Implementation Plan (AIP) to improve student outcomes
Champion a culture of high expectations, engagement, and wellbeing for Years 10-12
Drive a whole-school approach to positive behaviour through the School-Wide Positive Behaviour framework
Build the capacity of Year Level Coordinators (YLCs) and teaching staff to implement restorative practices and inclusive student management
Promote student leadership, responsibility, voice, and agency in the classroom and in broader school and community life
Leading and managing the implementation of school operations and policies related to student welfare and discipline and responsibility for general discipline matters beyond the management of classroom teacher
Lead, participate in, model, and advocate for whole school improvement strategies that support school improvement priorities
Curriculum, Pedagogy and Assessment
Collaborate with the Leadership Team and Staff to plan and implement a differentiated, inclusive curriculum underpinned by the Kew Learning Model
Ensure senior pathways curriculum (Year 10, VCE, VCE-VM, and external providers) is engaging, relevant, and developmentally appropriate
Collaborate with the Leadership Team to analyse and respond to student data (NAPLAN, PAT, teacher judgments, Senior School Exams, VASS data, and transition and completion data)
Contribute to curriculum evaluation and redesign to support student choice, goal setting, and self-regulation
Student Wellbeing and Engagement
Lead the implementation of strategies to monitor student wellbeing and engagement, identifying students at risk and working in collaboration with the Wellbeing and Student Services teams with a focus on early intervention and tiered systems of support
Lead the design and delivery of programs that support student belonging, transition, resilience, and social and emotional development
Ensure effective transition into Year 10 and from Year 12 into further studies, including liaison with the Middle Sub-School Team, Careers and Pathways Team, and tertiary institutions.
Coordinate wellbeing support in collaboration with Year Level Coordinators, the Leader of Student Wellbeing, and other relevant staff
Embed a restorative approach in line with SWPBS strategies with a clear focus on ensuirng behaviour expectations are uphelp
Oversee the development of additional support strategies to ensure accountability and support for students to meet academic expectations
School Culture and Community Engagement
Establish and maintain clear expectations for uniform, attendance, academic progress, and behaviour across Years 10-12
Build strong partnerships with parents through regular communication, family engagement events, and learning conversations
Organise and lead key events such as Year 12 Valedictory and Graduation, oversee Senior School camps, student leadership selection, year level assemblies, and celebration events
Support the development of student leadership opportunities including Senior School Captains and Student Representative Council representation
Lead the development and publication of Senior School Handbooks and contribute to newsletters and public-facing communications
Embed and celebrate the school values (ASPIRE) in the Senior School
Team Development and Professional Learning
Model exemplary instructional practice aligned with the Kew Learning Model
Coach and mentor staff to build a professional culture of reflection, collaboration, and continuous improvement
Support and contribute to staff performance and development processes
Lead Senior School meetings and sub-school data reviews to guide collective inquiry into student outcomes
Contribute to the overall leadership and management of the school and be an active member of the Leadership Team and Student Services Team
Contribute to the development of proposals for Leadership Team and School Council consideration
Participate in professional learning to increase knowledge and capacity and to share this their role in the school
The successful applicant may be required to carry out additional duties as determined by the Principal.
Leader of Senior School ¿ Desirable AttributesThe successful applicant will:
Be an exemplary teacher and instructional leader with deep knowledge of effective senior pathways programs and practice who is able to lead and support others in the ongoing evaluation and improvement of practice
Demonstrate a strong commitment to inclusion, equity, and the engagement, wellbeing, and learning growth of every student
Possess excellent interpersonal and communication skills, with the ability to inspire and lead others
Demonstrate evidence of successful leadership in whole-school or sub-school initiatives with demonstrable improvement in student outcomes
Display strong organisational and administrative skills to manage programs, teams, and events effectively
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.