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
For further information please contact Ian Van Schie on [email protected]
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.
School Vision
Empowering our community to be curious, creative and confident learners.
At Fairhills High School, our vision is more than words¿it¿s a lived experience across our classrooms, corridors and community. This is reflected in our strong results in the Attitudes to School Survey, capturing students¿ perceptions of their school life, and in Year 9 NAPLAN Relative Growth, both of which are consistently well above the state average. These outcomes highlight a school culture where students feel valued, engaged and supported to thrive academically, socially and emotionally.
School Philosophy
Fairhills High School is a vibrant learning community where every student is known, supported and challenged to succeed. We believe every young person deserves a learning environment that empowers them to flourish.
Our values drive respectful and positive relationships across the school. The School Wide Positive Behaviour Framework, high expectations for all community members, and consistency of teaching through the Fairhills Instructional Model create a safe, supportive and engaging learning culture.
We are committed to using innovative and engaging teaching strategies that spark student curiosity and meet their individual learning needs. Through our comprehensive personal growth programs, students are equipped with essential life skills and resilience that extend beyond the classroom.
Local Community
Established in 1973, Fairhills High School is located in Melbourne¿s outer eastern suburbs and serves a proud and diverse community. With a current enrolment of approximately 430 students, we are a co-educational secondary school committed to academic excellence, personal growth and community partnerships.
We collaborate with local schools and community organisations to enhance learning opportunities for all Knox students.
Our Student Family Occupation and Education index (SFOE) of 0.45 reflects a medium socio-economic community, with a mix of professional, skilled and semi-skilled employment. We are proud of the support we offer all students, including those from low-income households, to ensure equity in educational access and outcomes.
Support and Professional Development
At Fairhills High School, we invest in our staff as much as we invest in our students.
- New staff are supported with a comprehensive induction program tailored to their role.
- All staff have access to instructional coaching, ongoing mentoring and collaborative planning time.
- At Fairhills, staff are supported through a strong culture of professional growth, with access to meaningful development opportunities tailored to their interests and career goals.
- Staff who consistently go above and beyond are recognised through professional incentives and leadership development opportunities.
Our culture of trust, growth and collaboration ensures all educators feel empowered to contribute and evolve in their practice.
Our Approach to Teaching and Learning
We have developed and embedded a consistent instructional model across all learning environments to ensure excellence in teaching and learning. Our LEARN model (Lean-in, Explicit, Assist, Refine, and Next Steps) provides a shared framework for lesson delivery and promotes the use of evidence-based instructional strategies. Together with our School Wide Positive Behaviours Matrix, it supports an orderly and empowering environment where students can grow and succeed.
Curriculum
Fairhills High School offers a documented, guaranteed and viable curriculum aligned with the Victorian Curriculum.
Students in Years 7 and 8 participate in a core curriculum across eight learning areas and also take part in our instrumental music program.
STEM is a key focus across the school. From Year 7, selected students can join the STEM Academy, a specialised program that extends learners with a passion and aptitude for science, technology, engineering and mathematics. All students from Years 7 to 10 have the opportunity to engage in high-quality STEM initiatives including VEX Robotics and the Hydrogen Grand Prix, where our students have achieved outstanding results.
In Years 9 and 10, students pursue their passions through our Specialism Program, selecting three electives per semester to deepen their learning in areas of personal interest.
Students in Years 7 to 9 also engage in targeted self-development programs that support their personal growth, wellbeing and transition to senior years.
High-achieving Year 10 students may accelerate into Early Start VCE subjects. In Years 11 and 12, the school offers a broad range of VCE units and VET programs that cater to diverse interests, strengths and future pathways.
School Structure and Wellbeing
Fairhills operates two sub-schools¿Middle School (Years 7 to 9) and Senior School (Years 10 to 12)¿each led by a dedicated Assistant Principal. This structure enables strong relationships, a tailored approach to each developmental stage, and consistent expectations across all year levels.
Our approach to wellbeing is proactive and embedded across the school. With a team of dedicated and highly experienced wellbeing staff, and a whole-school positive behaviour approach, we prioritise student safety, belonging and success.
Facilities
We are proud to offer outstanding learning spaces that support innovative and engaging teaching practices:
¿ A state-of-the-art STEM Learning Centre
¿ Access to the KIOSC STEM Centre at Swinburne University¿s Wantirna Campus
¿ A purpose-built Music Learning Hub
¿ A double-court Sports Stadium with weights room and theory classroom
¿ A central Resource Centre housing the library, IT support and an International Student Hub
¿ BenQ Premium boards in all classrooms to enhance engagement and learning.
