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.
-
As a member of the Leadership Team, lead the implementation, monitoring and evaluation of whole-school improvement initiatives aligned to the SSP, AIP and College priorities.
-
Provide strategic leadership for student wellbeing, engagement, attendance, transition, curriculum implementation, and the consistent application of College policies and procedures across the Junior School
-
Collaborate with the Positive Climate for Learning, Middle and Senior School Leaders to implement, embed and evaluate consistent SWPBS practices that promote positive student behaviour, engagement and wellbeing
-
Monitor engagement, attendance, academic progress, achievement and wellbeing data, incorporating appropriate targets and interventions in alignment with the College¿s SSP and AIP
-
Lead the development, documentation, evaluation and community understanding of curriculum programs, including LP7 program
-
Devise and implement a student feedback process that provides student voice and enables monitoring of student wellbeing, aspiration and connectedness
-
Lead the enrolment process at year 7 and 8 in collaboration with ES member and Principal
-
Facilitate the IEP process for non-funded students in collaboration with the Inclusion and Wellbeing, and Disability Inclusion Leaders
-
Lead the transition of students from year 7 to 8, 8 to 9 and new students to the College, including course counselling, subject selection and entry
-
Lead the transition program of students from Primary School to year 7, including primary schools visits and open night
-
Lead the College's transition strategy by fostering positive relationships with partner primary schools and promoting a strong understanding of Sunbury College's educational programs and pathways throughout the wider Sunbury community
-
Lead the strategic planning, implementation and evaluation of Year 7 and 8 curriculum and co-curricular camps, events, activities and celebrations that promote student engagement, wellbeing, connectedness and achievement
-
Lead the development and implementation of the Pastoral Care program at year 7 and 8, incorporating the SWPBS, RRRR program and Pathways development
-
Meet regularly with the Assistant Principals, Middle and Senior School Leaders and sub school staff to ensure proactivity and consistency across school processes
-
Build the capacity of the Junior School team, including Year Level Coordinators and ES members
-
Provide advice and support to Year Level Coordinators and Youth Workers for students with complex needs
-
Facilitate and attend school events relevant to the role, including information sessions, course selection evenings, award ceremonies, exams, revision lectures and attendance catch-up sessions that may occur outside normal work hours
-
Implement and monitor Multi Tiered Systems of Support, including tier 2 and 3 supports and interventions
-
Promote excellence in curriculum planning, teaching, assessment and reporting through mentoring, coaching, modelling effective practice, and facilitating individual and team-based professional learning conversations
-
Be an active and informed member of the Sunbury and Digger Rest transition network
-
Regularly engage and communicate with our school community about learning, wellbeing and engagement opportunities and achievements
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
-
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
-
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.
Sunbury College is a vibrant, inclusive and community-minded secondary school located in Melbourne¿s north-west growth corridor, approximately 35 kilometres from the CBD (30-minute drive). Proudly serving Sunbury and surrounding communities, the College is guided by the values of Respect, Resilience, Responsibility and Endeavour, which underpin our commitment to academic growth, personal development, wellbeing and connection.
With an enrolment of approximately 1030 students, Sunbury College offers a supportive and engaging learning environment where students are known, challenged and encouraged to thrive. Sunbury College envisions our students as engaged learners and independent thinkers that are met at point of need as partners in their learning ¿ where education matters, emotional, social and physical wellbeing is nurtured, and pathways for all students are maximised.
Our staff are professional, collaborative and committed to continuous improvement. The College has a strong and energetic staffing profile, combining experienced teachers with early-careers teachers, supported through a culture of collaboration, professional learning and instructional leadership. Our Collaborative Teacher Teams, middle leadership structures, mentoring, and Graduate Teacher Development Program help ensure staff are well supported to develop their practice and contribute meaningfully to whole-school improvement.
Sunbury College provides a comprehensive Years 7¿12 curriculum, including VCE, VCE-VM and VET options, with a strong focus on maximising pathways for every student. The College has fully implemented the senior secondary reforms and continues to support students to access further education, training and employment opportunities through purposeful counselling, transition support and pathway planning.
The College is organised around three sub-schools ¿ Years 7¿8, Years 9¿10 and Years 11¿12 ¿ and four Houses, providing a strong sense of belonging and continuity of care. We offer well-established co-curricular programs, with strong student participation and success in sport, the performing arts, student leadership and a wide range of student engagement activities.
Set on eight hectares, Sunbury College has well-established facilities that have undergone significant modernisation. Our classrooms support contemporary learning and provide staff and students with high-quality learning spaces.
The College¿s 2026¿2030 School Strategic Plan (SSP) focuses on improving student learning, wellbeing and engagement through evidence-based, scaffolded and responsive teaching practices, supported by strong whole-school wellbeing and inclusion structures.
Key priorities of the new SSP include the continued development of consistent whole-school teaching and learning practices aligned to the VTLM 2.0, alongside a guaranteed and viable curriculum and explicit literacy and numeracy instruction across learning areas. The College is also strengthening its Multi-Tiered Systems of Support, including SWPBS, Disability Inclusion practices, Pastoral Care and targeted attendance and engagement strategies, to ensure all students are connected, supported and able to succeed.
Sunbury College is a school with a strong sense of purpose, a deep connection to its community and a clear commitment to improving outcomes for all students. Staff joining our College become part of a collaborative, values-driven and forward-looking team focused on high expectations, strong relationships, inclusive practice and meaningful professional learning growth.
