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.
SC 6 Demonstrated capacity to establish and lead evidence-based student engagement, learning and wellbeing practices which foster a culture of excellence for all students.
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.
Position overview
The Kolorer College Sub-School System is designed to provide a strong foundation for each student¿s academic and personal growth by fostering a sense of identity, connection, guidance, and support. The Deputy Head of Sub School works in close partnership with the Head of Sub School to support the academic progress, engagement and wellbeing of all students within the sub-school. The Deputy Head of Sub School holds primary operational responsibility for the day-to-day leadership of Year Level Coordinators and serves as the first point of escalation for student matters. The Deputy Head of Sub School also contributes to a positive sub-school culture by managing routine student behavioural and wellbeing matters, coordinating sub-school programs including B.E.S.T, and building the capability of the Year Level Coordinator team.
Responsibilities
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Provide day-to-day direction, supervision and professional support to Year Level Coordinators within the sub-school
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Conduct regular structured meetings with the YLC team to review student data, coordinate approaches, and ensure consistent implementation of sub-school strategies
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Monitor YLC practice and providing timely, targeted coaching and feedback to build capability in student engagement, wellbeing, and management approaches
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Support YLCs in managing escalated student matters before referral to the Head of Sub School
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Support the induction of new Year Level Coordinators into the role and the sub-school team
Sub School Leadership
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Contribute actively to the development of sub-school vision, culture and identity in partnership with the Head of Sub School
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Implement consistent student engagement and management systems across the sub-school as established by the Head of Sub School
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Serve as the first escalation point for student matters raised by Year Level Coordinators, managing low-to-moderate matters independently and referring significant matters where appropriate
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Understand and implement relevant Department of Education policies within the sub-school, in line with whole-school frameworks established by the Head of Sub School
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Work collaboratively with the Engagement & Wellbeing and Curriculum & Pedagogy teams to coordinate support for students requiring additional intervention, under the strategic direction of the Head of Sub School
Student Data Monitoring
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Lead the day-to-day operational oversight of student data systems within the sub-school, including Compass pins, Chronicle, attendance and academic progress tracking
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Coordinate the consistent and timely use of Compass and Chronicle by Year Level Coordinators and Mentor Group teachers, and provide support and coaching where practice is inconsistent
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Compile and present sub-school data summaries for the Head of Sub School at agreed intervals, identifying trends, concerns and areas for action
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Monitor the attendance, engagement, and wellbeing of every student in the sub-school in collaboration with YLCs, ensuring appropriate support and intervention records are maintained
Student Engagement and Pathways
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Lead the planning and coordination of transition and induction processes for new students entering the sub-school, including liaison with feeder schools, families and relevant support staff
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Coordinate co-curricular and student leadership opportunities within the sub-school, including management of Class Captain meetings and year-level student voice activities
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Support the planning, preparation and delivery of sub-school assemblies, with a focus on celebrating student achievement and promoting student voice and leadership
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Support the implementation of the B.E.S.T (Social and Emotional Learning) program across the sub-school, supporting Mentor Group teachers in delivery and consistency
Staff Development and Support
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Provide coaching, mentoring and professional feedback to Year Level Coordinators and Mentor Group teachers in relation to student engagement, wellbeing, and classroom management approaches
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Develop the practice and confidence of Mentor Group teachers as a key point of contact for students and families, in alignment with the Head of Sub School's strategic direction for the Mentor Group teacher role
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Provide support and coaching for classroom teachers in understanding and implementing school approaches for engagement and classroom management , including any individual support plans
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Provide timely and efficient communication to school staff regarding year-level or sub-school events
Parent and community engagement
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Manage routine communication with parents and carers regarding student attendance, progress, behaviour and general wellbeing, acting as a key point of contact for day-to-day family liaison
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Refer complex, formal or sensitive parent matters to the Head of Sub School, including matters involving complaints, formal meetings, Child Protection, or multi-agency involvement
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Represent the sub-school at family information evenings as directed, delivering relevant sub-school content in partnership with or on behalf of the Head of Sub School
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Contribute to the production of sub-school communications, including newsletter items, handbook content, and Compass posts
Operational
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Lead the planning, coordination and communication for sub-school camps and other major sub-school events
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Contribute to the management of the sub-school program budget by providing the Head of Sub School with timely advice on resource needs; expenditure approval rests with the Head of Sub School
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Support the effective and consistent use of Compass, Chronicle and other school management systems across the sub-school team
Leadership team membership
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Work with the school leadership team to develop the school¿s Strategic Plan to implement initiatives to drive school-wide improvements
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Collaborate with the leadership team to establish and embed a shared vision of highly effective teaching, learning, engagement and wellbeing practices
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Demonstrate an active commitment to the college leadership team; modelling inclusive and participatory leadership behaviours and demonstrating a strong commitment to personal leadership growth.
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
A school tour for prospective applicants is available on Wednesday 15 July at 4pm. Please register here for the tour Registration for prospective candidate school tour - Kolorer College ¿ Fill in form
To be eligible for employment, transfer or promotion in the principal or teacher class:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
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a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Kolorer College is a brand-new secondary school located in the growing suburb of Cobblebank, 33km west of Melbourne CBD. We opened in Term 1 2026 with 140 Year 7 students, and will grow by one year level each year, reaching Year 7-12 capacity in 2031. We are a supported inclusion school catering for all local students, with up to 10% of our enrolments with a recognised disability. We have an emphasis on high-quality, explicit and inclusive teaching practices for all students, and a system of Tier 2 and 3 supports for students with additional needs.
At Kolorer College we come together because learning matters. Our motto, Excellence Together, reflects our expectation that all students can learn and thrive at the highest levels. We are unashamedly ambitious for our learners and our school values, represented in the acronym `B.E.S.T¿, are demonstrated each day by our dedicated staff and keen students:
Be Brave - face challenges with courage and persistence
Excel Together - aim high, support one another, and celebrate growth
Show Integrity - act with honesty, fairness, and responsibility
Think and Care - use wisdom, empathy, and respect to guide your actions
As a staff member at Kolorer College, you will enjoy:
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The opportunity to be part of building our school¿s culture and curriculum programs from the ground up
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Outstanding modern facilities including two indoor, multi-use courts, Performing Arts rooms, a modern Food Technology room and state-of-the-art VET kitchen, a STEAM building housing Art, Media, Design, Digital Technologies and Science, comfortable staff work spaces, high-quality natural light and acoustics in modern classrooms
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A highly structured teaching and learning environment, with teachers supported by shared instructional practices and behaviour and engagement routines
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Regular professional learning, coaching and mentoring using Steplab and other evidence-based resources
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Shared, knowledge-rich curriculum resources developed by experienced subject leads
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Part-time and flexible work opportunities in line with DE policies
Interested candidates can contact the Principal, Ciar Foster, on
[email protected] or 0417 892 162 with any questions and to request a tour of the school.
A school tour for prospective applicants is available on Wednesday 15 July at 4pm. Please register here for the tour Registration for prospective candidate school tour - Kolorer College ¿ Fill in form
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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
