Rowville Secondary College is a large, thriving government school located 40km east of Melbourne, with 1,900 students across two campuses. Established in 1990, we've built a reputation for innovation, academic excellence, and a genuine commitment to knowing every student as an individual.
Our Mission Nurturing strengths to grow curious and powerful learners.
Four Specialist Programs, One Community
Our unique structure offers teachers diverse pathways and specializations:
- Institute of the Arts (East Campus) - Integrated arts education in a 500-seat performing arts centre with industry-standard facilities
- Sports Academy (East Campus) - Elite sporting program with dedicated sports precinct, allied health support, and high-performance coaching
- Maths & Science Academy (West Campus) - STEM excellence through project-based learning, robotics, and real-world application
- General Excellence (West Campus) - Broad academic program with extensive elective offerings and pathway flexibility
All programs lead to VCE, VCE Vocational Major, or School-Based Apprenticeships and Traineeships.
Why Teach at Rowville?
- Strengths-based approach - We use positive psychology and evidence-based practices to support both student and staff growth
- Sub-School structure - Junior, Middle, and Senior Sub-Schools on each campus, with dedicated Learning Mentors ensuring every student is well known and supported through the right developmental lens at the right stage
- Genuine professional learning culture - Whole-school instructional focus underpinned by Professional Learning Communities (PLCs), embedded instructional coaching, and a shared language of practice across every classroom
- Exceptional facilities - Two campuses with specialist spaces purpose-built for learning
- Student agency focus - School Wide Positive Behaviour framework with Behaviour Point Averages promoting powerful learning behaviours
- Supportive leadership - Experienced team committed to staff wellbeing and professional growth
Professional Learning at Rowville
We take teacher growth as seriously as student growth. Staff are supported through structured PLCs, instructional coaching partnerships, and whole-school professional learning built around contemporary evidence - including cognitive load theory and high-leverage classroom strategies. Our approach is collaborative, data-informed, and genuinely embedded in everyday practice, not a one-off PD calendar.
Our Community
We're a school that puts students at the centre while recognizing that great teaching happens when staff feel valued, supported, and professionally challenged. Our size allows for specialization and career progression while maintaining genuine collegial relationships.
We're looking for educators who share our commitment to high expectations, growth mindset, and the belief that every student can reach their full potential when supported by a caring, expert community.
SC1
Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2
Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5
Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
SC6 Rowville Secondary College ¿ Learning Area Context
Demonstrated capacity to establish and lead evidence-based student learning and engagement practices within a Learning Area, fostering a culture of excellence for all students. Demonstrated ability to work collaboratively with Learning Area colleagues, Heads of Learning Area and leadership across both East and West Campus ¿ through shared planning, moderation and professional learning ¿ to build consistent curriculum, assessment and teaching practice despite being based at one campus.
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning. Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Classification: Learning Specialist (all learning areas except LOTE) / Position of Responsibility (LOTE)
Accountable to: Assistant Principal ¿ Teaching and Learning
Works closely with: Instructional Coaches; AP Teaching and Learning; Inclusion Leader
Context
The Learning Area Leader (LAL) is responsible for the instructional leadership of their learning area across both campuses at Rowville Secondary College. This role builds the collective capacity of the learning area team to deliver a guaranteed and viable curriculum, implement the RSC Instructional Model and VTLM 2.0 with consistency and quality, and use data and collaborative inquiry to improve student outcomes.
Learning Area Leaders are Learning Specialists (with the exception of LOTE, which is a Position of Responsibility) and sit within the Instructional Leadership Team, working in close collaboration with Instructional Coaches and the AP Teaching and Learning to drive a college-wide culture of outstanding teaching practice.
Key Responsibilities
Team Leadership and Collective Efficacy
Develop a shared team vision and ambitious goals for teacher and student learning, aligned to the College's strategic priorities and Annual Implementation Plan.
Build collective efficacy within the learning area team through a culture of high expectations, professional trust, and collaborative accountability.
Lead the learning area PLC, using a rigorous inquiry cycle to measure the impact of teaching on student learning and to build a shared understanding of outstanding practice.
Monitor PLC processes within the team, ensuring collaborative inquiry is focused on student learning needs and driving genuine improvement in teacher practice.
Evaluate the impact of team leadership and differentiate support to team members to ensure all teachers are continuously improving.
Curriculum, Assessment and Reporting
Ensure the learning area curriculum is effectively planned, documented, and accessible, providing a guaranteed and viable curriculum for all students.
Lead the learning area team to evaluate and continuously improve curriculum, ensuring alignment with the Victorian Curriculum 2.0 and relevant VCAA study designs.
Ensure consistent and high-quality assessment and reporting practices within the learning area, in line with the College's Continuous Reporting Policy.
Maintain oversight of curriculum documentation standards within the team, including learning intentions, success criteria, and assessment schedules, with regular scope and sequence and UbD audits.
RSC Instructional Model and VTLM 2.0
Support teachers within the learning area to implement the RSC Instructional Model and VTLM 2.0 with consistency and fidelity.
Use learning walk data, student survey results, and PLC inquiry findings to identify areas for instructional improvement within the team and respond accordingly.
Work collaboratively with Instructional Coaches to support targeted teacher development within the learning area.
Maintain an open-door classroom practice, actively welcoming colleagues ¿ particularly within the learning area ¿ to observe high-quality lesson delivery as a live model of instructional excellence.
Coaching and Teacher Development (Learning Specialist roles only)
Provide instructional coaching to selected teachers within the learning area, using observation, feedback, and collaborative planning to build individual capacity.
Support and mentor teachers within the team, including graduate and early career teachers.
Contribute to college-wide professional learning initiatives as directed by the AP Teaching and Learning.
Data Analysis and Improvement
Collect, analyse, and respond to multiple sources of student learning data within the learning area, including PAT, NAPLAN, VCE results, AtoSS, and internal assessment data.
Lead team-level conversations about student performance, identifying trends and designing targeted responses.
Share practices shown to be effective through collaborative inquiry across the learning area team and, where appropriate, with the broader College.
General
Support and participate in college information evenings, parent-teacher-student conferences, and other community events relevant to the learning area.
Contribute to the Instructional Leadership Team as a member, bringing learning area data and insights to college-wide T&L discussions.
Undertake other duties as directed by the AP Teaching and Learning or College Principal.
Learning Area Specific Responsibilities
English ¿ additional responsibilities
Coordinate EAL oversight within the learning area in collaboration with the Inclusion Leader, ensuring EAL students are identified, their progress monitored, and language learning needs are understood and responded to within English classrooms and across the curriculum.
Contribute to the administration and data analysis of NAPLAN (reading and writing) and PAT Reading assessments, leading the learning area team's response to findings and supporting teachers to use data to adjust their practice.
Support teachers to administer and use Year 7¿10 literacy screening tools effectively, building staff capacity to interpret screening data and implement appropriate classroom responses for identified students.
Liaise with the Inclusion Leader regarding students involved in literacy intervention programs, supporting teachers to understand the interventions in place and to make curriculum modifications that complement student support.
Monitor student literacy growth data across the cohort and contribute findings to ILT discussions.
Mathematics ¿ additional responsibilities
Contribute to the administration and data analysis of NAPLAN (numeracy) and PAT Maths assessments, leading the learning area team's response to findings and supporting teachers to use data to adjust their practice.
Support teachers to administer and use Year 7¿10 numeracy screening tools effectively, building staff capacity to interpret screening data and implement appropriate classroom responses for identified students.
Liaise with the Inclusion Leader regarding students involved in numeracy intervention programs, supporting teachers to understand the interventions in place and to make curriculum modifications that complement student support.
Monitor student numeracy growth data across the cohort and contribute findings to ILT discussions.
LOTE ¿ Position of Responsibility
The LOTE Learning Area Leader holds the same curriculum leadership and PLC responsibilities as other Learning Area Leaders but does so as a Position of Responsibility rather than a Learning Specialist. Accordingly, the coaching component of the role does not apply. The LOTE LAL focuses on ensuring a guaranteed and viable LOTE curriculum, leading PLC inquiry within the team, and monitoring student achievement data within the learning area.
Key Performance Indicators
Student learning growth data within the learning area (PAT, NAPLAN, VCE adjusted scores, internal assessment)
PLC Maturity Matrix ¿ quality and consistency of collaborative inquiry within the team
Scope and sequence and UbD audit ¿ currency and quality of curriculum documentation
Learning walk data ¿ implementation of RSC Instructional Model within the learning area
Student Opinion Survey results ¿ learning area specific questions
Staff Opinion Survey indicators ¿ collective efficacy, academic emphasis, guaranteed and viable curriculum, teacher collaboration
Demonstrated improvements in student learning outcomes via the PLC process
College Committees and Groups
Key Relationships
AP Teaching and Learning ¿ direct supervisor
Instructional Coaches (campus) ¿ collaborative
Inclusion Leader ¿ collaborative
Learning area teaching team ¿ direct leadership
Campus Principals ¿ collegial
Families and carers (information evenings, PTSCs)
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
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.
- 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.
