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 at Staughton College are members of the Senior Leadership Team (SLT) whose role is to develop, implement and review the school strategic plan and subsequent Annual Implementation Plans whilst leading and being part of highly effective teams. A key role for all leadership members is in instructional leadership where individuals and the team proactively work to support all teachers to continually improve their individual and collective practice.
The Director of VM and VPC works collaboratively with staff to ensure high quality teaching and learning is visible in every classroom. They are champions of the School Strategic Plan (SSP) and work relentlessly
Leading Teachers:
- Lead and manage school improvement within the agreed College processes and the School Strategic Plan.
- Champion high quality teaching and learning across the college.
- Demonstrate excellence as classroom practitioners.
- Provide instructional leadership and guidance to teachers and professional learning teams, offering feedback and support to strengthen classroom practice across the school.
Leading Strategic Direction
- Lead and develop teachers as a learning community consistent with the College vision and values
- Develop an annual Key Improvement Strategy Plan (KISP) that aligns leadership with the SSP, with a specific focus on VCE VM and VPC improvement
- Work with the school leadership team to develop a shared view of highly effective teacher practice, pedagogy and maintaining safe learning environments.
- Align curriculum and assessment practices with the PLT structure and the College instructional model.
- Work with the instructional leadership team to deliver professional learning to teachers.
Leading VM and VPC
In conjunction and alignment with the Director of Curriculum and Assessment (10 - 12):
- Lead and manage the implementation of curriculum planning, documentation and delivery across the VM and VPC learning domains.
- Steward the development, documentation and delivery of Guaranteed and Viable Curriculum in the VM and VPC learning domains, aligned to the VCAA study designs.
- Lead and manage the development of the VM and VPC learning domain's assessment and reporting practices, including oversight of the assessment schedule in conjunction with the Curriculum and Assessment leading teachers.
- Work with the leadership team to analyse student learning data (e.g. School performance reports, Learning Task and Report data, AToS) to inform the planning, implementation and review of teaching and learning strategies to improve student engagement and outcomes.
- Oversee the organisation and management of the VM and VPC learning domain, including resource and budget management; incursion, excursions; awards; newsletter & social media articles and wider school community events.
- Strategically lead the implementation of the Staughton Lesson Structure (SLS), ensuring artefacts and associated practices are developed, documented, and embedded across the curriculum.
- Facilitate and guide PLTs by monitoring their curriculum area, ensuring alignment with whole-school priorities and high-quality practice.
- Work collaboratively with PLT group leaders to ensure cycles of inquiry are grounded in student learning evidence and relevant data is consistently tracked and analysed.
- Provide timely, constructive feedback and targeted support to PLT leaders to strengthen their capacity to effectively lead their teams and improve student outcomes.
- Liaise with Learning Specialists to design, implement, and deliver high quality teaching and learning programs.
Leading Staff
- Lead by modelling, articulating, monitoring and coaching numeracy strategies with staff.
- Lead Professional Learning Teams (PLTs) to deliver high quality and effective teaching and learning practices.
- Lead and manage the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school.
- Demonstrate high-level expertise in teaching and learning practice. Model effective teaching and learning practices, and support teachers to seek, analyse, and act on evidence-based feedback to improve their practice.
- Conduct regular learning walks to monitor classroom practice and support continuous improvement in teaching and learning.
- Oversee the Performance and Development Plan process for a group of staff.
- Sustain a positive staff culture that values high quality teaching and learning.
- Support and promote staff wellbeing.
- Promote and embed the Child Safe Standards and ensure compliance with all departmental policies and requirements.
Other duties as determined by the College Principal in consultation with the incumbent.
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
EXPECTED HOURS OF DUTY
The hours of work for Leading Teachers will be in accordance with the Teaching Award. There is an expectation that Leading Teachers will attend meetings and public events scheduled after school and in the evening on occasions throughout the year.
QUALIFICATIONS:
All applicants are required to be fully qualified teachers and therefore meet all qualification requirements of the Victorian Institute of Teachers (VIT). The successful candidate MUST provide certified copies of all qualifications and/or academic transcripts.
For further enquiries, contact Mr Alan Devine, Principal on 9743 4622
- 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.
Leading Teacher - Join our outstanding team in 2027!
We're on the lookout for highly skilled and passionate teachers to be part of our dynamic school community.
More about our amazing school:
At Staughton College, we are deeply passionate about high-quality education and its positive impact on young people and their communities. For us, education is more than just imparting knowledge; it's about nurturing the whole individual, fostering a love for learning, and equipping students with the skills and values they need to succeed in life.
Over the past decade, our college has grown significantly, now serving over 1,800 students with a dedicated team of 200 staff members. Our community thrives on the belief that students excel when their learning and well-being are closely connected. We are committed to creating an environment where every student has the opportunity to become the best version of themselves.
Our guiding philosophy is grounded in equity of access and high expectations, ensuring that all children will learn and achieve their full potential. We ensure that all students leave Staughton College with a love of learning, a strong sense of self-worth, confidence, independence, risk-taking skills, and self-discipline. High expectations for learning and behaviour are tied to respect for the rights and responsibilities of all members of our community.
Staughton College is a place where students are empowered to be dynamic members of our community, actively participating in both classroom learning and extracurricular activities. Through our Staughton Student Matrix, we explicitly teach and acknowledge key positive behaviours that enhance learning, effort, and respect. As an accredited Select Entry Accelerated Learning (SEAL) school, we offer specialized pathways for highly able students, ensuring they receive the support and opportunities needed to excel.
A cornerstone of our philosophy is a staff culture that prioritizes strong relationships and open, meaningful conversations about what truly matters. This culture is not just a statement, it¿s something we live out every day. We consistently model and reinforce these values, ensuring we support one another while also holding ourselves accountable to the highest standards.
We believe that by investing in every staff member and supporting them in being their best, our students will be best placed to thrive. This commitment is reflected in the ongoing support and the many opportunities we provide for professional growth in teaching and leadership.
Our teaching staff use point-of-need data and assessments to plan personalized learning environments, effectively engaging students and meeting their unique needs. Our instructional model, based on the Marzano/Pollock GANAG framework, is used consistently across classrooms, ensuring deep learning. We also embrace a whole-school approach to curriculum development, where strong practitioners invest in writing robust curriculum frameworks, allowing teaching teams to focus on how to teach content effectively.
At Staughton College, we strive to exceed expectations, fostering a culture where everyone-students and staff alike-can grow, learn, and achieve excellence.
