Kew High School is a high performing co-educational school located in the inner eastern suburbs of Melbourne. The school was established in 1963 and continues to proudly provide an outstanding, holistic education to students of the local community. In 2025, Kew High School is comprised of 1002 students and 97 equivalent full-time staff. The staff includes 3 Principal Class members, 71 equivalent full-time teachers, 1.2 paraprofessional staff and 21.8 education support staff. The school prioritises high expectations and places students at the centre of a comprehensive learning and teaching program.
The Kew High School motto is: ASPIRE, STRIVE, ACHIEVE and the values of the school are founded in the first word of the motto, ASPIRE. Students and Staff are deliberately and actively guided by the values of Accountability, Social Equity, Participation, Integrity, Respect and Excellence in all aspects of school life. These school values inform the agreed learning behaviours in our classroom norms, they frame our positive behaviours framework and are consistently reflected in the broad co-curricular programs across the school.
In 2023, Kew High School celebrated its 60th Anniversary and the school has been proud to offer the local community access to the highest quality, co-educational, public education over the past 60 years. We are continuously improving our general and specialist teaching spaces and in 2022, a $10.8m STEM Centre was opened. We also have a dedicated music centre and a competition double gym and professionally equipped theatre, which are both heavily utilised by community clubs and groups.
Kew High School prioritises community development and has active parent and alumni groups who regularly engage with activities and programs at the school. We have established and developed a wide range of partnerships to enable excellence in our curricular and extra-curricular programs. We recognise the importance of extra-curricular learning and development with a broad range of camps, tours, performances, competitions, and expeditions locally, interstate, and internationally.
Kew High School is committed to child safety. For Kew High School's Child Safe Code of Contact and Statement of Commitment please see www.kew.vic.edu.au
Applicants should visit www.kew.vic.edu.au to access school documents.
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.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:
-
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
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
Leading Teacher - Instructional Leadership and Coaching
A team of four LT - Instructional Leadership and Coaching positions will work collaboratively on the portfolio of core responsibilities and key duties below. These positions are embedded within the Curriculum and Pedagogy team at Kew High School comprising the AP C&P, LT Curriculum Design and Assessment Systems, and the Principal. They are also members of the school Leadership Team, and Teaching and Learning Committee.
As a core driver of the school's Strategic Plan (2025-2029), these roles are designed to enhance instructional practice, build teacher capacity, and improve student outcomes through evidence-based coaching, collaboration, and leadership in teaching and learning. The role combines key responsibilities previously associated with Learning Specialists and Leading Teachers and reflects the school's commitment to high-impact teaching strategies, differentiation, inclusive practice, and restorative approaches.
While these are whole school roles and are members of the Curriculum and Pedagogy team, 2 LTs will be based in each sub-school to ensure a comprehensive understanding of each sub-school and the tailoring and targeting of whole school initiatives to address the specific needs of these distinct stages of schooling.
The role aligns with the school's Strategic Plan priorities:
-
To maximise learning growth for all students
-
To strengthen student engagement in learning through a positive and supportive culture of high expectations
A portfolio of specific roles and duties from this list (including both individual and collaborative responsibility) will be allocated to each LT - Instructional Leadership and Coaching in consultation with the C&P team, the AP C&P, and the Principal based on the needs of school each year.
Instructional Leadership and Coaching - Key Responsibilities
In accordance with the Victorian Government Schools Agreement and Leading Teacher classification, be a key contributor to whole school improvement in the following keys areas:
Teaching and Learning Leadership
-
Lead the implementation of SSP-aligned instructional strategies to improve student engagement and learning growth
-
Model and embed the Kew Learning Model (KLM) and ensure alignment with the Victorian Teaching and Learning Model (VTLM2.0)
-
Demonstrate high-level expertise in evidence-based instructional practices including differentiation, scaffolding, and formative assessment
-
Drive the consistent use of student data to inform planning, teaching, and assessment practices across learning areas
-
Embed high-impact teaching, wellbeing, and SWPBS strategies across all key learning areas and program
Instructional Coaching and Staff Development
-
Model exemplary classroom practice through demonstration lessons and co-teaching opportunities
-
Provide targeted coaching and mentoring to:
-
New staff members (including staff new to Kew High School)
-
Teachers working towards full VIT registration
-
Experienced teachers seeking instructional improvement
-
Conduct classroom observations and provide constructive, evidence-based feedback
-
Lead instructional rounds and peer learning activities in line with the school's professional learning program
-
Facilitate collaborative planning, moderation, and feedback sessions across year levels and subjects.
-
Support the performance and development process for staff within the priorities of the school
-
Model exemplary instructional practice and knowledge
Professional Learning Leadership and PLC Facilitation
-
Design, lead, and evaluate Professional Learning Communities (PLCs) using the KHS PLC Inquiry Cycle.
-
Support PLC teams with:
-
Maintaining an explicit focus on improving student outcomes
-
Data analysis and goal-setting
-
Curriculum mapping and assessment design
-
Moderation and feedback practices
-
Differentiation and inclusion strategies
-
Strategies for ensuring learning challenge and extension
-
Collaborate with the AP - Curriculum & Pedagogy to deliver whole-staff and targeted professional learning sessions aligned with SSP and AIP goals.
Support for Whole School Curriculum, Assessment, and Literacy Strategies
-
Coach and mentor Learning Area Leaders to build capacity in curriculum and assessment practices
-
Lead professional learning aligned with strategic and instructional goals
-
Lead the implementation of school-wide literacy improvement efforts in collaboration with LALs and the AP - Curriculum & Pedagogy
-
Contribute to the development and refinement of assessment rubrics, unit documentation, unit achievement summaries for reporting holistic student learning.
-
Support staff with the integration of adaptive and responsive assessment strategies.
-
Facilitate the implementation and monitoring of intervention and extension initiatives (e.g. MYLNS, TLI, VHAP).
Sub-School Alignment and Student Programs
-
Work within a sub-school-aligned deployment model to ensure instructional leadership is tailored to the needs of students in either Middle or Senior School.
-
Work in partnership with Sub-School Leaders and Year Level Coordinators to:
-
Implement and review engagement-focused programs (e.g. Year 9 Program, Learning to Learn, Senior School Study Skills, etc.)
-
Support student engagement strategies that promote aspiration and academic agency
-
Contribute to alternative programs targeting re-engagement
School Culture, Collaboration, and Visibility
-
Actively participate in leadership team initiatives and school improvement planning.
-
Promote a strong culture of professional growth, inquiry, and collaboration.
-
Engage in community and school events, such as curriculum evenings, student exhibitions, and community forums
-
Support and model restorative practices to help build a safe, inclusive, and high-expectation learning environment.
-
The successful applicant may be required to carry out additional duties as determined by the Principal.
Instructional Leadership and Coaching - Desirable Attributes
The successful applicant will:
-
Be an exemplary teacher and instructional leader with deep knowledge of effective curriculum and assessment practices, instructional leadership, and coaching who is able to lead and support others in the ongoing evaluation and improvement of practice
-
Demonstrate a strong commitment to inclusion, equity, and the engagement, wellbeing, and learning growth of every student
-
Possess excellent interpersonal and communication skills, with the ability to inspire, build trust, and lead others in professional growth
-
Demonstrate evidence of successful leadership in whole-school or sub-school initiatives with demonstrable improvement in student outcomes
-
Display strong organisational and administrative skills to manage programs, teams, and events effectively.
Instructional Leadership and Coaching - Application Instructions
Applications must be lodged through Recruitment Online by the due date and include:
-
Applicants need only apply for one of the three advertised positions.
-
A cover sheet (which can be a letter) providing contact information including home address, email, and a mobile phone number of the applicant
-
A CV with a summary of experience and qualifications
-
A response to the Kew Selection Criteria of no more than 10 pages
-
The names, email addresses, and mobile numbers of three referees who can provide information regarding the applicant in relation to the key selection criteria.
All documents can be saved as clearly labelled PDF files and uploaded to RoL. Please ensure your name is included in the title of each document. Applicants should ensure their personal profile on RoL is up to date.
Please note: for shortlisted applicants, referees will be contacted by email before interview.
-
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.
