Introduction:
This position is for a Term 1 2027 Start
St Philip’s Christian College is a rapidly growing network of learning communities continuing its journey to deliver holistic Christian education that develops the whole child - emotionally, intellectually, socially, physically, and spiritually.
Our team thrives on fostering strong working relationships that continue to encourage innovative and effective change, benefiting both students and staff while staying true to the College’s core values:
Christ first
Serve one another
Strive for excellence
Do what is right
Build community
For over four decades, we have been trusted leaders in education, pioneering new approaches and educational opportunities across the Newcastle, Hunter, and Central Coast regions. We invite you to join us as we continue to explore and create better ways to educate, grounded in Christian values for the whole of life.
Description:
What’s the focus of this position?
Role Purpose - To lead, develop and embed a consistent, high-quality approach to teaching practice across K–12, strengthening pedagogy, teacher capability and student engagement in alignment with the College’s educational vision.
Strategic Intent of the Role - This position exists to ensure the consistency and quality of how teaching occurs across the College, without removing the authority of Heads of School.
Core Leadership Focus
This role owns:
- Pedagogy (how we teach) – in collaboration with the Principal and Heads of Schools
- Professional practice and growth
- Instructional consistency and appropriate progression across sub-schools
This role does not own:
- Curriculum compliance (DoS)
- Staff line management (HoS)
- Operations or timetabling (P and DP)
What will you be doing?
1. Pedagogical Leadership
- Develop and implement a clear, shared K–12 pedagogical framework.
- Define and embed high-impact teaching practices across K–12.
- Align teaching approaches across sub-schools.
2. Coaching & Professional Growth
- Design and lead a coaching model for teachers and middle leaders.
- Build the instructional leadership capacity of Faculty Team Leaders and K-6 Year Leaders in consultation with relevant HoS.
- Support Heads of School in developing staff teaching practice.
3. Teacher Accreditation and Early Service educators
- Lead and administrate teacher accreditation processes, in line with NESA requirements and supporting teachers to maintain and (where applicable) progress their accreditation.
- Collaborate with key stakeholders to provide mentoring, coaching and professional support for early career teachers, fostering reflective practice, professional growth and excellence in teaching and learning.
- Monitor accreditation milestones and PL requirements, maintaining accurate records and working with teachers and leaders to facilitate completion of accreditation obligations.
4. Whole-School Instructional Alignment
- Lead and prioritise whole-school Teaching & Learning initiatives.
- Ensure clarity and coherence in instructional priorities.
- Reduce initiative overload by focusing on a small number of key practices.
5. Sub-school educational strategic flow
- Ensure continuity of teaching from Primary into Secondary.
- Work closely with Heads of School to address identified gaps in teaching practice and quality.
6. Professional Learning Strategy
- Plan and oversee staff professional development (Years K–12) as per the collective direction through EET
- Align professional learning to school priorities and pedagogical goals.
- Facilitate staff collaboration and shared practice.
7. Leadership of Teaching & Learning Structures
- Chair and prepare agenda for Teaching & Learning (EET) meetings in collaboration with and as the delegate of the Principal and relevant ELT.
- Ensure meetings are focused on pedagogy, not administration wherever possible.
- Coordinate input from Directors of Studies, Wellbeing, GATE, IT, Learning Support.
Working Relationships
Works in partnership with:
- Heads of School (core relationship)
- Directors of Studies (alignment of practice and systems)
- Learning Support, GATE, IT and Wellbeing leaders
Leads through collaboration, coaching and clarity - does not operate as a line manager
Explicit Role Boundaries
To ensure clarity and protect existing leadership structures:This role does not:
- Line manage Heads of School or Faculty Team Leaders
- Make staffing, recruitment or timetabling decisions
- Override sub-school leadership decisions
- Lead compliance, reporting or NESA requirements
Reporting Line
- Reports directly to the Principal or to their delegate from within the ELT as needed
Success Criteria
Teaching Practice
- Increased consistency in observable classroom practice (5–12)
- Clear use of shared pedagogical language across staff
Staff Capability
- Improved teacher confidence and instructional skill
- Growth in Faculty Team Leaders as instructional leaders
Student Experience
- Improved engagement.
- Greater continuity across year levels and sub-schools.
Organisational Clarity
- Reduced duplication and initiative fatigue.
- Clear alignment of Teaching & Learning priorities.
The essentials you’ll need:
- Be passionate about Christian education.
- Be a committed Christian and an active church member.
- Uphold and support the mission, core values, vision, policies and aims of St Philip’s Christian Education.
- A current paid Working With Children Check.
- Current teaching qualification with at least 5 years’ experience.
- Deep understanding of effective pedagogy (K–12).
- Proven ability to coach and develop teachers.
- Strong relational leadership skills.
- Capacity to influence in collaboration with ELT.
- Strategic thinking with practical implementation ability.
- Represent the College in a positive manner to the wider school community.
- Display discretion, confidentiality, honesty and integrity. Lead by example, with high professional standards, in all aspects of College life.
- Maintain and build upon your professional expertise, by participating in appropriate professional development courses - developing best practice in teaching, student management and procedural matters.
- Demonstrate high level interpersonal skills, accurate and consistent communication skills, effective collaboration, and effective conflict resolution skills and strategies.
- Demonstrate a high level of organisational proficiency, maintaining high standards with a calm and methodical approach.
- Be positive, self-directed, empathetic, enthusiastic and highly motivated, demonstrating adaptability, flexibility, resilience, multi-tasking and capacity to manage work related pressures.
- Work cooperatively and collaboratively as a member of a team.
- Work successfully to build positive, caring relationships with staff, students, parents/carers and the wider community.
- Excellent working knowledge of the Microsoft Office Suite of products and a willingness to embrace new technologies.
- Support the health and safety of yourself and others by undertaking duties in a manner that is positive, proactive and sustainable.
- Compliance with workplace policies and procedures for risk identification, risk assessment and risk control.
- Identification and timely reporting of health and safety risks, accidents, incidents, injuries, and property damage at the workplace.
- Correct utilisation of any Personal Protective Equipment.
All employees are responsible for ensuring the workplace is free from sexual harassment and must not engage in any behaviour that could amount to sexual harassment.
Skills and Experiences:
Current teaching qualification with at least 5 years’ experience.
