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.
SC6 Rowville Secondary College ¿ Instructional Coach Context
Demonstrated capacity to build staff capability in high-impact, evidence-based teaching practice through coaching, feedback and Learning Walk processes, contributing to the College's goal of 80% staff consistency in Tier 1 practices. Demonstrated ability to work confidentially and collaboratively with teachers at varying career stages and across both East and West Campus, fostering trust and a growth-oriented coaching culture aligned with VTLM 2.0.
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.
The Instructional Coach is a senior teacher leadership role with college-wide influence and campus-based presence. There are two Instructional Coaches on each campus, forming a team of four that sits at the core of the College's Instructional Leadership Team (ILT).
This role exists to build the instructional capacity of individual teachers and teams across the College, with a relentless focus on improving student outcomes through improved teaching practice. Instructional Coaches at RSC operate with a higher level of strategic input than a traditional coaching role ¿ they are active members of the ILT, contributors to the Adult Learning Plan, and key agents in the embedding and ongoing refinement of the RSC Instructional Model and VTLM 2.0 across both campuses.
Key Responsibilities
Instructional Coaching
Deliver high-quality, evidence-based coaching to individual teachers and small groups, using structured coaching cycles that include goal-setting, classroom observation, feedback, and review.
Use a range of coaching approaches ¿ including learning walk observations, peer triads, co-planning, and modelled lessons ¿ to build teacher capacity in a way that is respectful, targeted, and growth-focused.
Work with teachers at all career stages and across all learning areas, differentiating coaching support to meet individual needs and priorities.
Maintain coaching records and use data from coaching engagements to identify patterns, inform the Adult Learning Plan, and report to the AP T&L on progress and impact.
Model exemplary classroom practice, including through the delivery of demonstration lessons and the sharing of high-quality instructional resources.
Maintain an open-door classroom practice, actively welcoming colleagues ¿ particularly within the relevant learning area ¿ to observe high-quality lesson delivery as a live model of instructional excellence.
RSC Instructional Model and VTLM 2.0
Champion the RSC Instructional Model and VTLM 2.0 across the campus, supporting teachers to understand, implement, and refine their practice within the framework.
Monitor the fidelity and consistency of instructional model implementation through learning walk data, coaching conversations, and collaboration with Learning Area Leaders.
Contribute to the ongoing development and refinement of the RSC Instructional Model, bringing classroom-level evidence and insight to ILT discussions.
Support the embedding of high-impact teaching strategies across all learning areas and year levels, with a particular focus on areas identified through school data.
Professional Learning
Design and facilitate professional learning for staff ¿ whole-school, team-based, and targeted ¿ that is aligned to the RSC Instructional Model, VTLM 2.0, and the priorities identified in the Adult Learning Plan.
Contribute to the design and delivery of staff induction, ensuring new teachers are inducted into the RSC instructional culture from the outset.
Support the professional learning of pre-service teachers on campus, modelling outstanding practice and contributing to their development in partnership with the AP T&L.
Identify emerging professional learning needs through coaching work and learning walk data, and escalate these to the AP T&L to inform college-wide planning.
Learning Area Leader Capacity Building
Work collaboratively with Learning Area Leaders to support their development as instructional leaders, building their capacity to lead high-functioning PLCs and to coach teachers within their teams.
Support Learning Area Leaders to use data effectively to identify team learning needs, design targeted responses, and evaluate impact.
Contribute to the PLC model across the College, supporting LALs to implement consistent, high-quality collaborative inquiry processes within their teams.
Instructional Leadership Team
Participate as an active member of the Instructional Leadership Team (ILT), contributing campus-level data, coaching insights, and implementation evidence to whole-college T&L discussions.
Contribute to the development and monitoring of the Adult Learning Plan, ensuring coaching priorities and professional learning design are coherent and responsive to school need.
Participate in the Adult Learning Executive (ALE), contributing ground-level evidence of teaching practice and adult learning impact to strategic planning discussions.
General
Maintain currency in research and evidence related to effective teaching, instructional coaching, and school improvement.
Contribute to a culture of professional trust, collective efficacy, and continuous improvement across the campus and College.
Undertake other duties as directed by the AP Teaching and Learning or College Principal.
College Committees and Groups
Key Relationships
AP Teaching and Learning ¿ direct supervisor
Campus Principal (campus) ¿ collegial
Instructional Coaches (x3, across both campuses) ¿ peer team
Learning Area Leaders / Learning Specialists ¿ collaborative
AP Behaviour, Wellbeing and Inclusion (campus) ¿ collegial
Inclusion Leader ¿ collaborative
Pre-service teachers (campus)
Graduate Mentors
Teaching staff (campus)
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
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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
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
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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
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.
About Rowville Secondary College
Rowville Secondary College is a large, thriving government school located 40km east of Melbourne, with 1,900 students across two campuses. Established in 1990, we've built a reputation for innovation, academic excellence, and a genuine commitment to knowing every student as an individual.
Our Mission Nurturing strengths to grow curious and powerful learners.
Four Specialist Programs, One Community
Our unique structure offers teachers diverse pathways and specializations:
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Institute of the Arts (East Campus) - Integrated arts education in a 500-seat performing arts centre with industry-standard facilities
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Sports Academy (East Campus) - Elite sporting program with dedicated sports precinct, allied health support, and high-performance coaching
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Maths & Science Academy (West Campus) - STEM excellence through project-based learning, robotics, and real-world application
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General Excellence (West Campus) - Broad academic program with extensive elective offerings and pathway flexibility
All programs lead to VCE, VCE Vocational Major, or School-Based Apprenticeships and Traineeships.
Why Teach at Rowville?
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Strengths-based approach - We use positive psychology and evidence-based practices to support both student and staff growth
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Sub-School structure - Junior, Middle, and Senior Sub-Schools on each campus, with dedicated Learning Mentors ensuring every student is well known and supported through the right developmental lens at the right stage
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Genuine professional learning culture - Whole-school instructional focus underpinned by Professional Learning Communities (PLCs), embedded instructional coaching, and a shared language of practice across every classroom
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Exceptional facilities - Two campuses with specialist spaces purpose-built for learning
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Student agency focus - School Wide Positive Behaviour framework with Behaviour Point Averages promoting powerful learning behaviours
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Supportive leadership - Experienced team committed to staff wellbeing and professional growth
Professional Learning at Rowville
We take teacher growth as seriously as student growth. Staff are supported through structured PLCs, instructional coaching partnerships, and whole-school professional learning built around contemporary evidence - including cognitive load theory and high-leverage classroom strategies. Our approach is collaborative, data-informed, and genuinely embedded in everyday practice, not a one-off PD calendar.
Our Community
We're a school that puts students at the centre while recognizing that great teaching happens when staff feel valued, supported, and professionally challenged. Our size allows for specialization and career progression while maintaining genuine collegial relationships.
We're looking for educators who share our commitment to high expectations, growth mindset, and the belief that every student can reach their full potential when supported by a caring, expert community.
