Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1491286
Selection Criteria
- Demonstrated qualifications and experience in career development. High-level knowledge of the Victorian senior secondary education and training landscape, including VCE, VCE Vocational Major, VET, SBATs, and post-school pathways.
- Strong counselling, interpersonal and communication skills, with the ability to engage and support diverse student cohorts and their families.
- Proven ability to plan, deliver and evaluate career education programs across multiple year levels.
- Excellent administrative and organisational skills, including the ability to manage competing demands, meet deadlines, and maintain accurate student records.
- Capacity to work independently and collaboratively within a multidisciplinary team and to liaise effectively with external stakeholders.
- Commitment to Child Safety: A strong understanding of, and commitment to, the Child Safe Standards, including promoting the safety, wellbeing, and inclusion of all children and young people.
Role
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.
Responsibilities
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.
Who May Apply
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.
EEO AND OHS Commitment
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]
Child Safe Standards
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
DE Values
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
Other Information
Leading Teacher - Careers
Title: Leading Teacher Careers
Time allowance: teaching only 1 class ¿ TA 28.5 periods
Reporting To: Senior School AP
Reports: Careers Support Staff
Position Purpose:
The Careers Practitioner in conjunction with the Careers Leader is responsible for the planning, development and implementation of a whole-school careers and pathways program that supports all students to make informed decisions about their post-school pathways. The role is central to the school's efforts to support successful transitions to further education, training, or employment, with a particular focus on Years 9¿12.
Operating with a high degree of autonomy and professional expertise, the Careers Practitioner provides individualised counselling, delivers careers education programs, and engages with a wide network of external stakeholders including parents, industry partners, TAFEs, universities and employment services. This role also supports VET, VM, SBAT, and work experience programs.
ALIGNMENT WITH STRATEGIC PLAN AND AIP GOAL
The Careers Leading Teacher role directly supports Clyde Secondary College¿s Annual Implementation Plan by strengthening pathways, student engagement, and wellbeing outcomes. This role ensures students are well-prepared for their future by embedding high-quality career education across the curriculum, aligning with the AIP¿s focus on student learning growth, wellbeing, and a culture of high expectations. By coordinating vocational and academic pathways, monitoring post-school destinations, and equipping students with the skills to make informed decisions, the Careers Leading Teacher fosters independence, aspiration, and readiness for further education, training, or employment. The role also supports staff capability in delivering career education and building connections with families, community, and industry partners¿reinforcing the AIP¿s goal of creating safe, engaging, and future-focused learning environments.
SPECIFIC RESPONSIBILITIES (Typical Responsibilities would include but not limited to the ones described)
Key Responsibilities
- Design, implement and review a whole-school careers education framework that supports all students from Years 7¿12.
- Provide one-on-one careers counselling and pathway planning to students, including the development of Career Action Plans for all students and documentation.
- Coordinate and manage work experience and structured workplace learning (SWL) programs, ensuring all legal and safety requirements are met.
- Support and advise students and families on subject selection, course prerequisites, post-school options, VTAC applications, SEAS, scholarships, apprenticeships, traineeships, and employment pathways.
- Lead and oversee the school-to-post-school transition process, including coordinating transition meetings, ensuring compliance with relevant requirements, managing documentation, and maintaining ongoing monitoring and support for students.
- Manage and maintain up-to-date careers-related platforms and software (e.g. Morrisby, My Career Portfolio).
- Organise, coordinate, and oversee the administration of Morrisby testing and student interviews, together with the Year 9 AP, including scheduling, communication with staff, students, and families, and ensuring smooth delivery of testing and follow-up sessions to support informed career planning and pathway decisions.
- Support the accurate input and management of VET data on VASS, ensuring compliance with VCAA requirements and alignment with student programs.
- Support students with applications for VET, SBATs, VCE, or VCE Vocational Major and university/TAFE pathways.
- Track student destinations and provide reporting to leadership and sub school teams
- Lead the careers team (careers advisers, pathways staff, admin support where applicable).
- Plan and deliver career development programs and workshops, including mock interviews, resume building, and industry presentations.
- Establish and maintain partnerships with TAFEs, universities, employers, and community organisations to broaden student opportunities.
- Manage the coordination of VET programs, including enrolments, communication with external RTOs, attendance monitoring, and reporting.
- Support school leaders and teaching staff by providing data and insights to inform curriculum and transition planning.
- Attend professional development and network meetings relevant to the role, ensuring currency of knowledge in line with industry expectations and DET policies.
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
VIT LANTITE
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.
Location Profile
Clyde Secondary College opened in January 2022. Our current enrolment is 1080 expected to grow substantially. 2026 will see the inclusion of Year 11, with Year 12 commencing in 2027.
At the heart of Clyde Secondary College is a deep commitment to fostering a warm, inclusive, and respectful school culture for both students and staff. We are dedicated to creating a learning environment built on high expectations and individual care, where every student experiences a rich, diverse, and challenging curriculum while being genuinely valued in a safe, supportive, and nurturing setting.
Our school values reflect our vision of ¿Excelling together, valuing the individual¿ and are embodied in the acronym REACH, Respect, Excellence, Aspiration, Curiosity, and Honesty. These values are not only central to student learning but are the foundation of how our entire community of students, staff, and families interact and grow together.
The College Leadership Team places a strong and active focus on staff wellbeing, recognising that the strength of a school community lies in the health and happiness of its people. We prioritise creating a collegial and positive workplace, where every team member feels supported, respected, and heard. Our culture is built on collaboration, trust, and genuine care, ensuring staff feel empowered in their roles, connected to each other, and sustained through access to ongoing professional development, wellbeing initiatives, and open lines of communication.
We pride ourselves on being a friendly and welcoming school, where kindness and approachability underpin all interactions. Whether you're a student, parent, teacher, or member of the broader community, you'll experience a sense of belonging and mutual respect that defines life at Clyde Secondary College.
To complement academic learning, students are offered a broad range of co-curricular opportunities, including performing arts, sports, student leadership development, and community engagement programs. We encourage every student to participate in school life beyond the classroom, helping them grow as confident, capable, and connected citizens.
Our curriculum, aligned with the Victorian Curriculum, is both comprehensive and stimulating, including English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, and ICT. As the College grows, additional subjects such as Music, Food Studies, and advanced options in Literature, Advanced Mathematics, Physics, Chemistry, and Systems will become available. STEM will also be a cornerstone of learning from Year 7 onwards, helping students build essential skills for future success.
We also offer a Select Entry High Achiever Program, designed to extend and support high-performing students through enrichment and acceleration opportunities leading into VCE.
As a supported inclusion school, Clyde Secondary College has been purposefully designed to welcome and meet the needs of students with disabilities, offering enhanced learning spaces and inclusive facilities that promote dignity, engagement, and success for all learners.
Clyde Secondary College is more than a place of learning, it's a caring and vibrant community where everyone is supported to thrive.