Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1536297
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 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
The position of Leading Teacher with responsibility for VCE Vocational Major and the Year 10 alternative program (Trade Track 10) will involve the leadership and management of teams of teachers, and students spanning years ten to twelve. The position will involve the support of a significant number of at-risk students, and will require intensive liaison with sub schools, student wellbeing and the leadership and principal class team of the college. This role will combine leadership of the alternative program (Trade Track 10) and the VCE Vocational Major, with teaching in these programs. A high-level capability to lead manage and work with students from at risk backgrounds will be necessary in this role.
Duties will include:
¿ Ongoing monitoring of academic achievement from students in the VCE VM program and the Year 10 alternative program (Trade Track 10).
¿ Oversight and input into the design of curriculum in the Year 10 alternative program (Trade Track 10) and the VCE VM.
¿ Management and oversight of the Vocational Education Training program at the college.
¿ Regular professional learning regarding teaching pedagogy in relation to alternative pathways programs and the VM.
¿ Intensive ongoing liaison with relevant sub schools in relation to student management.
¿ Management of the Year 10 alternative program (Trade Track 10) including student engagement challenges and follow up with parents as required.
¿ Ongoing support and design of the Year 10 alternative program (Trade Track 10).
Contact the principal, John Goodman at [email protected] or by phone on 03 8357 7103 if you have any questions about this role.
Applications close August 12th, 2026.
Visit the SWSC website to view a virtual tour and information about the school: https://www.swsc.vic.edu.au/
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.
Springside West Secondary College was established in 2018, in the growth corridor of the north-western suburbs, in Fraser Rise. Our school is made up of 1650 students and over 200 staff.
As a college we embrace diversity and inclusion, and we are committed to students building their skills to achieve a range of pathways. We are a community of learners seeking to challenge each other to grow and embrace learning.
Springside West Secondary College is dedicated to fostering an inclusive high achieving culture and encompassing achievement in academic subjects, the arts, sport, and the pursuit of technological vocations. We strive at all times to know our students and direct their learning in accordance with our school values of Growth, Challenge, and Community. Growth: We are motivated learners, always striving for personal development and academic excellence; Challenge: We take responsibility for our learning and seize new opportunities with determination and optimism; Community: We treat all members of our community with respect and are responsible for our actions and environment.