Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1535677
About Rowville Secondary College
Rowville Secondary College is a large, thriving government school located 40km east of Melbourne, with 1,900 students across two campuses. Established in 1990, we've built a reputation for innovation, academic excellence, and a genuine commitment to knowing every student as an individual.
Our Mission Nurturing strengths to grow curious and powerful learners.
Four Specialist Programs, One Community
Our unique structure offers teachers diverse pathways and specializations:
All programs lead to VCE, VCE Vocational Major, or School-Based Apprenticeships and Traineeships.
Why Teach at Rowville?
Professional Learning at Rowville
We take teacher growth as seriously as student growth. Staff are supported through structured PLCs, instructional coaching partnerships, and whole-school professional learning built around contemporary evidence - including cognitive load theory and high-leverage classroom strategies. Our approach is collaborative, data-informed, and genuinely embedded in everyday practice, not a one-off PD calendar.
Our Community
We're a school that puts students at the centre while recognizing that great teaching happens when staff feel valued, supported, and professionally challenged. Our size allows for specialization and career progression while maintaining genuine collegial relationships.
We're looking for educators who share our commitment to high expectations, growth mindset, and the belief that every student can reach their full potential when supported by a caring, expert community.
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 Rowville Secondary College ¿ Sub-School Leader Context
Demonstrated capacity to lead the pastoral, academic and cultural life of a Sub-School community within a large, dual-campus college, building strong relationships with students, families and staff across year levels. Demonstrated ability to work collaboratively with fellow Sub-School Leaders and College leadership to ensure consistent standards of student support, behaviour management and engagement across East and West Campus, contributing to the College's transition from a House to Sub-School structure.
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.
Positions: Three roles per campus: Junior School (Years 7 & 8) / Middle School (Years 9 & 10) / Senior School (Years 11 & 12)
Accountable to: Assistant Principal ¿ Behaviour, Wellbeing and Inclusion (campus)
Direct reports: Learning Mentors (cohort); Student Services ES (campus, shared)
Context
The Sub-School Leader is a campus-based Leading Teacher role with responsibility for the day-to-day leadership of student wellbeing, behaviour, attendance, and pastoral care within their assigned year-level cohort. This role is the primary point of accountability for the student experience within the sub-school, and the key operational link between the AP BWI and Learning Mentors.
Sub-School Leaders work collaboratively across their campus and with their counterpart on the other campus to ensure consistency of approach and equity of experience for all students across the College.
Key Responsibilities
Student Behaviour and Management
Lead the implementation of the College's behaviour management processes within the sub-school, ensuring responses are consistent, timely, and restorative in approach.
Lead Tier 2 and Tier 3 behaviour responses for students within the cohort, escalating to the AP BWI as required.
Support Learning Mentors and classroom teachers to implement Tier 1 strategies, including Positive Classroom Management Strategies (PCMS) and Expected Behaviours, through coaching and consistent follow-through.
Maintain accurate and timely Compass chronicles for all significant behaviour matters within the sub-school.
Regularly monitor and analyse Behaviour Point Average (BPA) data for students within the sub-school cohort using PULSE, using trends to identify students requiring targeted intervention, inform proactive support planning, and drive positive learner choices across the year-level group.
Participate in and contribute to the College's Whole-School Positive Behaviours Matrix, ensuring sub-school practices align with whole-college expectations.
Attendance and Engagement
Monitor attendance data for the sub-school cohort, identifying patterns of concern and implementing targeted responses.
Work with Learning Mentors and Student Services ES to action attendance follow-up in line with College processes, including contact with families and referral to appropriate supports.
Identify and proactively support students at risk of disengagement, coordinating responses across the sub-school team.
Student Wellbeing
Promote a positive climate for learning within the sub-school, fostering a strong sense of belonging and connectedness for all students.
Coordinate wellbeing referrals within the cohort, working in close partnership with the Wellbeing Team, Inclusion Leader, and AP BWI to ensure students receive timely and appropriate support.
Support Learning Mentors to build positive relationships with students and families, and to identify students requiring additional support.
Participate in Student Support Group meetings for students within the cohort as required.
Champion student voice and agency within the sub-school, creating opportunities for students to contribute to their learning environment.
Learning Mentor Leadership
Provide direct leadership and support to Learning Mentors within the sub-school, including regular check-ins, coaching, and professional guidance.
Support Learning Mentors to deliver the Learning Mentor curriculum (values, respectful relationships, careers and pathways content) with consistency and purpose.
Build the capacity of Learning Mentors to undertake their pastoral role effectively, including monitoring student progress, communicating with families, and making wellbeing referrals.
Curriculum and Pathways
Contribute to course counselling processes and pathway planning for students within the cohort, supporting Learning Mentors and families to navigate subject selection and transitions.
Coordinate relevant camps, excursions, information nights, and year-level events for the sub-school cohort.
Liaise with the Careers team regarding pathways planning relevant to the cohort.
Family and Community Engagement
Act as the primary point of contact for families regarding student wellbeing, behaviour, and pastoral matters within the sub-school.
Communicate proactively with families, maintaining high standards of written and verbal communication.
Work with the AP BWI to manage escalated parent concerns within the cohort.
Collaboration and Leadership
Contribute actively to the Positive Climate team and campus leadership meetings.
Collaborate with the counterpart Sub-School Leader on the other campus to ensure consistency of approach across the College.
Liaise with the Inclusion Leader regarding students with disability, additional needs, OOHC, and Koorie and Torres Strait Islander students within the cohort.
Undertake other duties as directed by the AP BWI or College Principal.
Sub-School Specific Responsibilities
Junior School ¿ Years 7 & 8
Lead the Year 6 to Year 7 transition program, working in partnership with the POR Transition Coordinator to ensure incoming students and their families are well supported and connected to the College from the outset.
Oversee induction processes for new student enrolments into Years 7 and 8.
Provide oversight of the POR Transition Coordinator, who holds responsibility for the operational coordination of the Year 6¿7 transition program.
Middle School ¿ Years 9 & 10
Provide leadership oversight of two Assistant Sub-School Leaders (POR), who work across Years 9 and 10 to support student management, attendance, and pastoral care within the cohort.
Support students through the Year 10 course counselling and subject selection process, with a focus on informed transition into senior schooling.
Monitor and respond to patterns of disengagement that are particularly prevalent in the middle years.
Senior School ¿ Years 11 & 12
Support students through VCE and VM pathways, including processes relating to SAC schedules, special consideration, and VCAA obligations, in collaboration with relevant coordinators.
Lead transition processes for students entering Years 11 and 12, including new enrolments and students transitioning from Year 10.
Work with the Careers team on senior pathways planning, VTAC processes, and post-school transitions.
Coordinate Destinations Data processes for the graduating cohort.
College Committees and Groups
College Positive Climate Committee
College Careers Committee ¿ Senior Sub-School Leader
Key Relationships
AP Behaviour, Wellbeing and Inclusion (campus) ¿ direct supervisor
Learning Mentors (cohort)
Student Services ES (campus)
Inclusion Leader
Wellbeing Team (MHP, counsellors)
Counterpart Sub-School Leader (other campus)
Careers team
Families and carers
POR Transition Coordinator ¿ Junior School only
Assistant Sub-School Leaders (POR) ¿ Middle School x2, Junior and Senior x1 each
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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.