Leading Teacher - Middle School

Location: Melbourne | Northern Metropolitan
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1448760
Location Profile William Ruthven Secondary College is a vibrant and modern 7-12 co-educational school located in Reservoir. Our school accommodates approximately 600 secondary students within a collaborative learning environment. The school community has a strong commitment to our values – Respect, Excellence, Acceptance, and Leadership - reflecting our focus on academic and life-long learning. The curriculum is innovative and designed for 21st Century learning and pathways beyond the school. This work is supported by our school-wide positive behaviour matrix and developed in consultation with students. With a focus on lifelong learning, staff engage in dedicated professional learning meetings each week using the Professional Learning Communities model to support the individual learning needs of our diverse student population. The college enjoys partnerships with La Trobe University and RMIT, ensuring our young people aspire to university degrees after Year 12.
Public transport is readily available to our community, Keon Park train station is a short walk away, and many of our students walk or ride cycles to school.
The College motto is Dare, Connect and Learn.
Selection Criteria SC1 Demonstrated expert knowledge of the relevant curriculum. Ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Exemplary ability to monitor and assess student learning at a class, cohort, or whole-school level and use this data to lead improvement initiatives. Support others in using data to inform teaching practice and provide feedback on student learning growth and achievement to students and parents.
SC4 Exemplary interpersonal and leadership skills. Ability to lead collaborative relationships with students, colleagues, parents, and the broader school community focused on student learning, agency, wellbeing, and engagement.
SC5 Ability to model behaviours and attitudes consistent with Department values and support colleagues to adopt these behaviours and attitudes. Ability to reflect upon their own, others' and whole-school practice and contribute to the provision of whole-school professional learning.
Role 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.
Leading teachers are responsible for coordinating staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating, and coaching, 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.
Responsibilities 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). 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. Who May Apply 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.
EEO AND OHS Commitment 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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family-friendly, supportive, safe, and harassment-free workplaces is essential to high performance and promotes flexible work, diversity, and safety across all schools and Department workplaces.
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards 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.
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.
VIT LANTITE To be eligible for employment, transfer, or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements.
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