SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
- Demonstrating high-level expertise in teaching and learning practice
- Modelling exemplary classroom practice including through teaching demonstration lessons
- Working with the school leadership team to develop a shared view of highly effective teacher practice
- Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
- Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
- Providing evidence-based feedback to teaching staff to inform their effectiveness and development
- Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
- Supervising and training one or more student teachers and mentoring and/or coaching teachers
- Modelling exemplary use of student data to inform teaching approaches
- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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
Teacher Practice Leader (New teacher focus) & Coach
Working closely with the Assistant Principal (Curriculum, Teaching and Learning), the Teacher Practice Leader (New teacher focus) will support the transition of teachers new to Coburg High School by:
sourcing and allocating all teachers new to the school with a buddy or VIT mentor
taking a leading role in running induction programs and routinely checking in with new staff, both before the staff member begins at the school and across their first year at the school.
support teachers new to the school by refining and continually updating the material about the `way we do things¿ at Coburg High School such as:
effective ways to implement our instructional model (GANAG)
effective teaching practice for cognitive engagement
support with events such as Parent/Student/Teacher Conferences and Student-Led Conferences
with the IT Manager, ensuring staff are clear about how to effectively use Coburg Online Google Sites (COGS) and the Google Drive
The Teacher Practice Leader (New teacher focus) will:
support teachers completing their VIT Inquiry and their mentors. At the end of each year, they will construct a schedule of meetings where the teacher will present their inquiry to their panel, which will include their mentor, the Principal or Assistant Principal and one other staff member.
in collaboration with the Teacher Practice Leader (VTLM 2.0 focus), coach small groups of classroom teachers in alignment with school priorities
promote the benefits of coaching to all teachers and invite all teachers to express their interest in being coached.
identify common free periods and in collaboration with the Teaching and Learning Team members, allocate teachers to their coaches.
as a member of the Teaching and Learning Team, the Teacher Practice Leader will coach identified Learning Area Leaders, teachers and VIT mentors
- 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
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- 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
- 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.
The original Coburg High School was one of the first high schools in Melbourne and we have a long and proud history. Between 2007 and 2014 the school was known as Coburg Senior High School with an enrolment of students in Years 10-12. In 2015 Coburg High School was re-established as a Years 7 to 12 school with the inaugural group of Year 7 students. In 2026 there are over 1270 students enrolled at CHS and this has remained stable the last few years. Attendance rates are above state average and student connection to the school is strong. The SFOE is 0.186 in 2026, indicating low levels of disadvantage overall.
Coburg High School has established four core values: Excellence, Integrity, Curiosity and Community. These values underpin our expected behaviours, policies, practices, communication and decision-making and reflect our commitment to continuous improvement, lifelong learning and an inclusive, thriving school community.
Coburg High School is structured around year level teams with the Student Support Team responsible for the engagement and wellbeing of all students. The dedicated Wellbeing team has two counsellors, a Mental Health Practitioner, School Nurse and Youth Worker. Coburg High School is a School¿Wide Positive Behaviours School, Respectful Relationships lead school and adheres to the tenets of restorative justice.
The school has an established online curriculum management system called Coburg Online Google Sites (COGS). COGS is a point of reference of our guaranteed and viable curriculum, which is complemented by our instructional model that uses the acronym GANAG. This model has the key components of goal setting (G), accessing prior knowledge (A), introducing new information (N), applying the new information (A) and finally reviewing the goal (G). We have been working towards VTLM 2.0 implementation since early 2025 and continue to refine our application of High-Impact Teaching Strategies (HITS) within the instructional model paradigm, underpinned by a comprehensive program of professional learning to ensure that strategies are implemented with rigour and fidelity.
As outlined in the School Strategic Plan, the school's central purpose is to maximise the learning growth of every student and improve student wellbeing and agency with the longer term goal of ensuring all students have opportunities to achieve success. We empower students to thrive in a complex and changing global society. To this end, Coburg High School offers a broad range of subjects, courses and programs for the Victorian Curriculum and the VCE and VCE VM, including partnerships with other schools in the Merri-bek North area and the Centre for Higher Education Studies.
We offer students a wide range of co-curricular programs including inter-school sport, music, drama, dance, student leadership, debating and public-speaking, science talent searches and fairs, mathematics competitions, art exhibitions, community service, camps, tours and a range of interest-based clubs.
Coburg High School aims to be an interconnected community hub that serves the diverse needs of our students. The school is situated on expansive grounds with an oval and four recently upgraded netball/basketball courts. Our main buildings incorporate generously sized classrooms and specialist spaces (including a theatrette, performing arts space, gymnasium as well as art studios and laboratories). In 2027, we also welcome our new Technology Building, which allows us to expand our Materials, Design and Food Technology subject offerings. As part of the Food wing, there will be a purpose built VET standard kitchen with coolroom, a junior Food Technology classroom, Dining Room and Food Servery.
We also have a number of sustainability features including a 99.9kW solar array, several large water storage tanks and a thriving greenhouse for horticulture. The school is located in proximity to Merri Creek, Coburg Olympic Pool and Coburg Athletics Track.
