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.
The Later Years Engagement and Wellbeing Leading Teacher will lead the team of Year Level Coordinators and Wellbeing staff in the following Key Responsibility Areas:
Key Responsibility Areas
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Work with the student engagement and wellbeing executive in the input and analysis of data to inform the planning and implementation of strategies to improve students' engagement and wellbeing outcomes across the school.
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Lead the Year Level Teams using a consistent and whole school approach to student engagement and wellbeing linked to our SWPBS Framework, and build the capacity of Year Level Coordinators to manage their year level and the requirements of their role.
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Oversee Individual Support Plans with regard to engagement and wellbeing for students and work with relevant staff to ensure all students are supported, including monitoring student attendance, wellbeing, academic performance and support processes and programs.
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Lead staff to implement strategies to enhance the relationships across the school between teachers, families and students to strengthen student engagement and wellbeing.
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Lead staff in the implementation of the School Wide Positive Classroom Management Systems (PCMS) inclusive of SWPBS and 4Rs curriculum and framework.
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Lead the establishment and implementation of the Personal Development Curriculum in line with our EKC Learner Model, with a focus on student engagement, wellbeing and the development of personal learning goals.
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Ensure an effective student extracurricular and student leadership program is in place, including oversight of student engagement and inclusion activities (year level camps, excursions and incursions, and assemblies) and an effective parent connection program ¿ information evenings, parent forums and communication to parents.
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Ensure a successful transition program between year levels is in place, including transition initiatives such as orientation, step up, subject selection and course counselling (as required).
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Implementation of the school's Engagement and Wellbeing policy and Attendance policy.
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Ensure the allocated budget is managed and aligned with strategic plan priorities.
The Later Years Engagement and Wellbeing Leading Teacher will work together as a team across the school but with a particular focus on one campus. At each campus the Engagement and Wellbeing Leading Teacher leads the team including Year Level Coordinators, Student Wellbeing Coordinators and Student Leadership Coordinator.
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
Essendon Keilor College is a two-campus school, and some travel between campuses may be required.
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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.
Essendon Keilor College is a two-campus secondary school located in Melbourne's north-west, providing high-quality education for students in Years 7 to 12. Our campuses are situated in established residential communities with excellent access to public transport, local sporting facilities, community services and the Melbourne CBD.
At Essendon Keilor College, we are committed to creating a safe, inclusive and engaging learning environment where every student is known, valued and supported to achieve their personal best. Our vision is to inspire students to become confident, resilient and successful learners who are equipped with the knowledge, skills and dispositions to thrive in an ever-changing world.
Our curriculum is broad, challenging and responsive to the needs and aspirations of our students. We provide diverse learning opportunities that foster academic excellence while promoting creativity, critical thinking, collaboration and wellbeing. Students are encouraged to actively participate in a wide range of co-curricular opportunities, including leadership, sport, the performing arts and community engagement.
We value positive relationships between students, staff, families and the wider community. Through high expectations, strong student support and a culture of respect and belonging, we empower every student to reach their full social, emotional and educational potential.
