Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Grampians - Ballarat
Reference: 1538947
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: are school-based leaders with a defined area of responsibility who lead improvement in a targeted aspect of school practice. They work to implement agreed priorities, build consistency and capability within their area, monitor progress and outcomes and contribute to whole-school improvement through their specialist leadership.
Lead the development of a broad P¿12 enrichment program that strengthens student connection, engagement, aspiration and achievement.
Provide strategic oversight of the Academic Achievers Program and STEM, Arts and Sports Academies.
Coordinate clubs, lunchtime activities and extra-curricular opportunities that allow students to pursue areas of interest, strength and talent.
Establish consistent expectations and processes across select-entry programs, with high expectations for participation, learning, behaviour and achievement.
Use student voice, participation data and partnerships with external organisations to strengthen and expand enrichment opportunities.
Work alongside the Principal and Assistant Principals to strategically develop the College¿s enrichment programs.
Oversee the Academic Achievers Program and STEM, Arts and Sports Academies, supporting program leaders to ensure consistent expectations and high-quality delivery.
Coordinate and promote clubs, lunchtime activities and extra-curricular opportunities across the College.
Establish consistent processes for the promotion, application, selection, induction and ongoing participation of students in select-entry programs.
Provide oversight of the College¿s student leadership program, ensuring clear structures, meaningful opportunities for student voice, leadership development and contribution to the College community.
Monitor participation, student voice and program outcomes to evaluate impact and identify opportunities for improvement.
Develop and maintain community, industry and external partnerships that enhance enrichment opportunities.
Communicate and promote enrichment programs to students, families, staff and the wider community.
Coordinate program documentation, resources and associated budgets.
Work strategically with the College¿s leadership team to promote high performance, collective efficacy and student engagement.
Identify improvement opportunities and undertake other tasks as delegated by the Principal.
Key Targets:
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
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.
Phoenix P-12 Community College is a vibrant, future-focused learning community located in Sebastopol, Ballarat. Serving a broad geographic region - from the suburbs of Delacombe, Redan, and Sebastopol to the rural townships of the Golden Plains - we are proud to be a true community hub where students from Foundation to Year 12 are known, supported and inspired to thrive.
We celebrate the diversity of our families and embrace the richness this brings to our culture. Our College is committed to delivering exceptional academic, co-curricular and wellbeing opportunities that empower every young person to discover their strengths, pursue their passions and confidently shape their future - whether that pathway leads to university, TAFE, employment, or entrepreneurship.
At Phoenix, we believe every child can learn, grow and succeed. Our commitment to the Science of Learning ensures teaching is grounded in evidence-based practice, high-impact strategies and a deep understanding of how students learn. Explicit instruction and strong foundations in literacy and numeracy sit at the heart of our approach, enriched by opportunities that foster curiosity, creativity, and critical thinking. Our ICT-rich learning environment ensures students have access to contemporary digital tools to prepare them for an increasingly complex world.
Collaboration is a defining feature of our professional culture. Through Professional Learning Communities, collaborative planning, shared instructional approaches and ongoing coaching and feedback, teachers work together with clarity and purpose. This collective expertise strengthens consistency, deepens pedagogical knowledge and enhances both individual and collective efficacy across the College.
Phoenix provides a comprehensive, structured induction program that ensures new staff feel welcomed, valued and equipped for success. Ongoing mentoring, professional learning, clear instructional expectations and access to leadership ensure that every staff member - at every stage of their career - can thrive within a supportive, collaborative environment.
Guided by FISO 2.0, Phoenix places an intentional focus on Learning and Wellbeing. Our Learning Village structure creates smaller, connected communities across our campuses, ensuring every student feels known, valued, and supported:
Our core values - Respect, Responsibility, Integrity, Cooperation and Excellence - shape every relationship and interaction. Strong, respectful partnerships between students, families and educators sit at the heart of our work.
As a SWPBS, Respectful Relationships and TRP school, wellbeing and inclusion are deeply embedded in all we do. Our multidisciplinary wellbeing team - including Doctors in Schools, youth workers, social workers and allied health professionals - ensures that every student is met at their point of need.
Phoenix P-12 Community College stands as a place of opportunity, belonging and aspiration - driven by evidence-based practice, strong collaboration, robust staff support and a shared belief in the potential of every learner. Together, we ignite curiosity, grow capability and empower young people to shape a bright and meaningful future.