Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1484503
Selection Criteria
- Demonstrated capacity to build positive relationships with students, families, and staff to support student health, wellbeing, and learning outcomes.
- Knowledge and understanding of the VCE Vocational Major, applied learning approaches, and relevant curriculum and assessment requirements.
- Proven ability to lead student management and wellbeing processes using restorative practices and trauma-informed approaches.
- Capacity to work collaboratively as part of a leadership team to drive continuous improvement in student engagement, curriculum delivery, and school culture.
- Strong organisational, communication, and interpersonal skills, with the ability to manage competing demands in a dynamic school environment.
- A commitment to the College¿s vision, values, and strategic priorities, particularly around inclusion, pathways, and student agency.
- Demonstrated commitment to child safety, including the ability to promote a safe, inclusive, and supportive environment for all students, and uphold the Child Safe Standards through professional conduct, early intervention, and adherence to school policies and reporting obligations.
Role
Title: Year 11 VCE VM SSL
Time allowance allocated ¿ around 10 periods
Reporting To: Senior School Assistant Principal
Reports: Team Leaders ¿ Year 11 VCE VM, Eagle Mentors ¿ Year 11
Position Purpose
The Year 11 VCE Vocational Major (VM) Sub School Leader plays a pivotal role in supporting and leading the health, wellbeing, engagement, and academic progress of students undertaking the VCE Vocational Major pathway. Working closely with the VCE General SSL and reporting directly to the Assistant Principal ¿ Senior School, this role ensures strong pastoral care, a positive learning environment, and a connected curriculum experience for students in the VCE VM program
Alignment with Strategic Plan and AIP Goal
Student learning and wellbeing ¿ This role directly supports the school¿s strategic goal of improving student learning and wellbeing by ensuring a strong foundation in Year 11 through targeted transition into the VCE VM pathway, consistent expectations across the program, and early intervention strategies that address both academic progress and personal wellbeing.
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
Specific Responsibilities (Typical Responsibilities would include but not limited to the ones described)
Key Responsibilities:
1. Student Learning and Wellbeing (AIP-Aligned Focus)
- Lead early identification and intervention strategies to support student learning and engagement in the VM program.
- Monitor wellbeing, attendance, and progress data to provide timely and targeted support.
- Establish consistent expectations for behaviour, participation, and effort across the VCE VM team.
- Ensure a smooth and supported transition into the Senior School VM pathway through proactive relationship-building, communication, and induction processes.
- Collaborate with families and the wellbeing team to support holistic development of students.
2. Curriculum Oversight and Applied Learning Support
- Support the planning and delivery of a high-quality VCE VM curriculum that aligns with VCAA guidelines and the needs of the cohort.
- Promote best practice in applied learning pedagogy, ensuring learning is authentic, hands-on, and connected to real-world experiences.
- Work with staff to monitor learning outcomes and support differentiation to meet the diverse needs of VM learners.
- Collaborate with the VCE General SSL and Senior School AP to ensure alignment and consistency across Senior School curriculum structures.
3. Student Management and Engagement
- Implement positive and proactive behaviour support strategies aligned with the College¿s behaviour management flowchart and restorative practices.
- Develop strong, positive relationships with students and act as the key contact for any learning or wellbeing concerns.
- Coordinate student case management in partnership with the Wellbeing Team, relevant support staff, and families.
- Contribute to student voice initiatives to ensure the VM cohort is actively engaged in shaping their learning and environment.
4. Leadership and Collaboration
- Contribute to Senior School planning and initiatives that promote student agency, connectedness, and success.
- Collaborate with the Careers and Pathways Team to ensure student futures are supported through meaningful VET, SBAT, and post-school planning.
- Support the VCE VM teaching team through coaching, mentoring, and promoting reflective practice.
- Promote a culture of high expectations and continuous improvement.
5. Events and Communication
- Lead the coordination of key events such as parent information evenings, student-led exhibitions, course counselling sessions, and VM celebrations.
- Maintain clear and timely communication with families regarding student progress, support, and achievements.
- Ensure accurate and thorough record-keeping in line with school and department policies.
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
- 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
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.