Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1548469
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
At Craigieburn Secondary College, we believe that numeracy is more than an academic skill: it is the foundation for learning, confidence, agency and future opportunity. Serving a culturally and diverse community, we recognise both the strengths our students bring and the responsibility we have to ensure that every young person can access the curriculum, engage with confidence and experience meaningful academic growth.
Our whole-school Numeracy Framework, Numeracy Continuum & Elaborations and Numeracy Professional Learning has been developed, and we have a clear implementation plan to guide the next stage of our improvement journey. Our goal is ambitious and unequivocal: to improve numeracy outcomes for every student. At the centre of this work is the belief that numeracy capability is not fixed and that, through high expectations, explicit teaching, targeted support and sustained collective effort, every student can experience growth.
Hence, we are seeking a Numeracy Leading Teacher who is motivated by impact and energised by the opportunity to turn a strong framework into consistent, evidence-informed classroom practice. The successful applicant will use data purposefully, evaluate the effectiveness of improvement strategies and maintain a clear focus on measurable student growth. They will work collaboratively with an experienced and committed team to build the capability of teachers and help to establish numeracy as a shared responsibility across every learning area.
While our direction and implementation priorities are clear, this is not a role that simply asks someone to follow an existing plan. We want the successful applicant to bring their own knowledge, ideas and vision to the work. We are ready to adapt our approach in response to their expertise, emerging evidence and the needs of our students. The role offers genuine scope to lead, innovate and shape the future of numeracy improvement across the College.
While we value expertise, we also recognise that powerful leadership begins with passion, curiosity and a deep belief in what students can achieve. An experienced numeracy leader will find a school ready to benefit from their knowledge and support their ambition. An emerging leader with strong numeracy knowledge, initiative and a determination to make a difference will find the opportunity, collaboration and professional space to grow.
This is in exciting opportunity for a passionate numeracy agent to create lasting change within a diverse community - to strengthen teacher practice, build sustainable systems and, most importantly, expand what is possible for every student
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.
Belonging | Understanding | Respect | Growth
We welcome passionate and imaginative educators into our learning community. We are committed to supporting and valuing staff in their professional practice and growth through:
belonging to an inclusive and multicultural community
knowing that together we make a difference
intellectual and practical engagement in our profession
teaching for conceptual understanding.
Located on the lands of the Wurundjeri people, our community is wonderfully diverse, with more than fifty language backgrounds represented among our families and staff. This diversity is one of our greatest strengths, and we draw on it to build a sense of Belonging for every student and family.
Our dedicated team of multicultural and integration staff helps build strong connections between the college and our families, so that families feel welcome and their voices are heard. Through events and performances throughout the year, students and families share their cultures, languages and traditions with the wider school community. When students see their own backgrounds reflected and valued at school, they are better able to feel that they belong and to succeed in their learning.
Our organisational modelEach cohort is led by an Assistant Principal and a Leading Teacher (PEG), who move with their students from Year 7 through to Year 12. This continuity embeds relational pedagogy and reflects our values of Belonging and Understanding.
Our meeting structure supports this model and is built around four foci: Professional Culture, Knowing our Students, Curriculum, and Pedagogy. Staff work collaboratively in meeting time, moving through each focus in a connected sequence using the Inquiry Cycle framework.
Our frameworksWe have achieved Gold status in embedding School-Wide Positive Behaviour Support (SWPBS). We are now developing an inclusive school framework closely aligned with the Framework for Improving Student Outcomes (FISO) and the Victorian Teaching and Learning Model (VTLM 2.0). This work is guided by our goal of building integrated multi-tiered systems of support, and we welcome educators who are inspired by it.
At Craigieburn Secondary College, we teach for understanding. We focus our professional growth on ensuring that all students have access to, and success in, their academic and social learning.
Supporting our studentsMany of our students face challenges at home. We support them through breakfast and homework clubs and a dedicated allied health team that includes counsellors, youth workers, mental health practitioners and a speech pathologist. Targeted fluency and tutoring programs support learning, and our learning partners make sure that Individual Learning Plans are developed and implemented effectively.
Joining our teamNew staff are supported through a structured induction program that includes dedicated time release for mentoring and coaching. Our values of Belonging and Respect place strong relationships between staff, students and families at the centre of our practice. You¿ll build these relationships quickly through form teacher roles, community events and extra-curricular opportunities.
Growing your practiceStaff have many opportunities to extend their practice through leadership responsibilities and positions that promote individual and professional growth. These opportunities reflect our commitment to students¿ personal and educational growth through:
student voice and agency
applied learning
restorative practices
community leadership
inclusive and differentiated teaching and learning
reflective and evaluative practices
enrichment and engagement programs.
In 2027, we will continue to interweave SWPBS and VTLM 2.0 through an explicit teaching planning template. We will also keep strengthening our multi-tiered system of Wellbeing, Behaviour and Academic supports.