SC1 Demonstrated expert knowledge of contemporary educational practice and the ability to lead and manage the implementation of whole-school priorities that enhance student leadership, engagement, wellbeing and learning. Demonstrated capacity to support the implementation of literacy and numeracy across the curriculum through authentic learning opportunities and community partnerships.
SC2 Demonstrated ability to lead the planning, implementation and evaluation of innovative whole-school programs that respond to student learning, engagement and wellbeing needs. Demonstrated ability to build the capacity of staff to develop, implement and evaluate programs that improve student leadership, agency, community engagement and authentic learning experiences.
SC3 Demonstrated exemplary ability to monitor, evaluate and use student participation, engagement and wellbeing data at a class, cohort or whole-school level to inform improvement initiatives. Demonstrated ability to support others in using evidence to evaluate the impact of leadership, community engagement and student development programs on student outcomes.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents, community organisations and external agencies to strengthen student leadership, agency, wellbeing, community engagement and authentic learning opportunities.
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, mentoring and leadership development.
SC6 Demonstrated capacity to develop and lead strategic partnerships that enhance student leadership, engagement and learning beyond the classroom. Demonstrated ability to establish and sustain partnerships with community organisations, businesses, sporting clubs, tertiary institutions and external agencies to create authentic opportunities for student leadership, wellbeing, service learning, enterprise, entrepreneurship and community engagement, while building the capacity of others to sustain and grow these programs.
Leading Teachers are highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning while providing strategic leadership in their area of expertise. They are expected to lead whole-school improvement initiatives, build the capacity of staff, model exemplary practice and contribute significantly to improving student achievement, engagement and wellbeing.
The role of the Leading Teacher is to model excellence in teaching and learning while providing leadership that strengthens the knowledge, skills and effectiveness of the teaching workforce through mentoring, coaching, professional learning and collaborative practice.
The role of the Leading Teacher ¿ Student Leadership, Community Partnerships and Enterprise is to provide strategic leadership for the development, implementation, monitoring and evaluation of the College's student leadership framework, community partnerships and enterprise initiatives. The Leading Teacher will establish and sustain authentic partnerships with community organisations, businesses, sporting clubs, tertiary institutions and local schools that extend learning beyond the classroom and create meaningful opportunities for students to develop leadership, service, entrepreneurship, wellbeing and civic responsibility.
The position provides strategic leadership and support to the College's House Leader Coordinators and the Student Representative Council (SRC), Sustainability, Social Services and Community Liaison Coordinators, ensuring a cohesive and connected approach to student leadership and engagement across the College. The Leading Teacher will build staff capacity to develop and lead authentic student leadership opportunities and foster a culture in which every student is empowered to contribute meaningfully to the College and the wider community.
In recognition of the importance of exemplary leadership in improving student engagement, wellbeing and learning outcomes, the key responsibilities of the Leading Teacher may include, but are not limited to:
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Demonstrating exemplary teaching and leadership practice.
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Working with the Principal Class and College Leadership Team to develop and implement a shared vision for student leadership, community partnerships and enterprise education.
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Leading and modelling the implementation of whole-school improvement strategies that strengthen student agency, leadership, wellbeing and engagement.
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Providing strategic leadership, mentoring and support to the House Leader Coordinators and the Student Representative Council (SRC), Sustainability, Social Services and Community Liaison Coordinators.
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Establishing, developing and sustaining strategic partnerships with community organisations, sporting clubs, businesses, tertiary institutions and local primary schools to expand opportunities for authentic student learning and leadership.
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Leading the development and implementation of a whole-school framework for student leadership that provides leadership pathways for students across all year levels.
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Coordinating and evaluating programs that promote community engagement, service learning, entrepreneurship, innovation and student wellbeing.
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Supporting the development of student leadership through authentic experiences including mentoring, coaching, volunteering, social justice initiatives and enterprise projects.
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Providing leadership in the planning and delivery of professional learning that builds staff capacity to develop student leadership, community engagement and authentic learning opportunities.
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Supporting staff to reflect upon, evaluate and continuously improve leadership and engagement programs through collaboration, feedback and evidence-informed practice.
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Using student participation, engagement and wellbeing data to monitor program effectiveness, evaluate impact and inform continuous improvement.
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Developing and promoting collaborative structures that strengthen partnerships between the College, families and the wider community.
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Modelling reflective leadership practice and contributing to whole-school improvement through inquiry, innovation and continuous professional learning.
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.
Canterbury Girls¿ Secondary College seeks to provide a quality educational environment, tailored to meet the needs of girls, with a focus on success in a range of academic, creative and sporting endeavours and the development of self-esteem and integrity. The school is characterised by high academic results at VCE and in NAPLAN, by an inclusive wellbeing focus and a strong sense of community.
Canterbury Girls¿ Secondary College is a learning community in which members respect each other. Both individual achievement and contribution to group activities are encouraged and valued. The principles of partnership, support and responsibility are used to foster high levels of achievement and satisfaction. Valued college traditions develop a sense of continuity and identity for students and teachers.
The College is also committed to promoting leadership skills in a learning environment based on co-operation, self-discipline and concern for others. Canterbury Girls¿ Secondary College is a Year 7 to 12 college situated in the City of Boroondara approximately 10 kilometres east of Melbourne.
The College of around 790 students provides an excellent educational environment for girls featuring a wide breadth of learning opportunities and a broad co-curricular program. The student population is characterised by a relatively low proportion of LOTE speakers at home.
The school is structured as two sub-schools in response to the different learning and support needs of girls as they progress through a secondary school. The Middle School comprises Years 7-9. At Year 7 the focus is transition followed by consolidation at Year 8. The Year 9 program is designed to take students out into the community and broaden their knowledge of the Australian society.
The structure and operation of the Senior School, Years 10-12, reflects the increased maturity of its students and the preparation for transition to tertiary studies. Year 10 students are able to access a wide range of VCE Units 1&2 and likewise in Year 11 to access Units 3&4. University enhancement is encouraged for more able students.
The recognition of achievements occurs in a number of ways eg Presentation Night (Canterbury Celebrates), House Chorals and House Dance Drama Festivals and at Whole School, Sub School and Year Level Assemblies.
A vibrant house system provides many co-curricular opportunities in areas such as sport, the performing arts (dance, drama and music), debating and Chorals. A high participation rate in house activities exists at each year level. The awarding of house stripes is keenly sought after. The house system nurtures the girls pride in their college which reinforces their sense of belonging and being valued for their contribution to their house. All staff are assigned to a house and support students in their house activities
The College values and encourages student leadership. Positions of responsibility exist from Year 7 to Year 12. Student input and leadership ranges from curriculum discussion to the social wellbeing of peers to sporting and cultural activities. Roles include the Student Leadership Team, House Captains, Form Captains and Student Representative Council members. The College Ambassadors, drawn from Year 9 students, conduct tours of the College at work for prospective parents, their daughters and visitors including those from overseas.
The enthusiasm and dedication of the College Council, Staff, Parents¿ Association, Student Representative Council and The Mangarra Society (former student¿s association) gives the College a real sense of community and shared purpose.
