Leading Teacher - Senior School Leader

Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1420066
Selection Criteria 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.
SC6 Demonstrated high level ability to lead both culture and practice that embodies: challenge, support, leadership and agency for senior students. 
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.
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.
Responsibilities Purpose of Position: Leadership of staff and students to ensure students' successful completion of their senior certificate and are well prepared for transition to pathways beyond secondary school.
Strategic: As a member of the School Improvement Team, actively lead and manage the implementation of whole school improvement initiatives related to the school strategic plan and school priorities;  Lead monitoring and support of senior students to ensure engagement, academic success and positive wellbeing outcomes.  Actively support and manage the performance of staff to improve the quality of teaching and learning, student outcomes and adherence to the VCE study designs, through mentoring, collegial interaction and critical reflection on practice, feedback and data. Leads the work of the Senior School team to ensure effective management of the Senior School program, including supporting the success of Connect teachers in the Senior School. Actively participate in relevant team meetings to represent the needs of Senior School Liaise with the Middle School Leader to ensure consistent approaches and the smooth transition of students between the sub-schools. Work with the Professional Growth & Teaching & Learning Leader to ensure that classroom management strategies and teaching practice achieve outstanding learning outcomes and build robust self esteem and resilience among students. Support the Curriculum Committee to identify curriculum development needs, pedagogical issues and assessment strategies pertinent to the needs of senior students Support whole school initiatives and ensure these are delivered appropriately within the Senior School Liaise with the Teaching & Learning and IB Leaders to coordinate the organisation of V.C.E. and IB information programs for students and parents, appropriate course counselling and orientation programs.  Oversee the implementation and review of school-based policy for matters such as student support, transition, student attendance, wellbeing and engagement, reporting and assessment across the Senior School. Develop and monitor data sets to track and support students progress. Development of others: Support Year Level Coordinators in managing student behaviour, academic progress and wellbeing Liaise with the Domain Leaders and the Teaching and Learning Leader to provide effective support and induction for teachers unfamiliar with VCE requirements, particularly Units 3 and 4 Support year level coordinators in the planning of year level activities Facilitate relevant professional learning relating to student management and wellbeing  Chair meetings of the Senior School team on a regular basis Provide leadership in the development of strategies to raise awareness of the particular needs of Senior School students in areas such as wellbeing, enrichment, careers and university transition Organisational: Lead the implementation and monitoring of Student Support Group meetings and IEPs.  Lead information sessions for parents and students. Attend school events and functions as a representative of the school Oversee the VCAA examination program for students and administer regulations as they apply to students for the satisfactory completion of their VCE (attendance, completion of outcomes, SACs). Maintain effective communication with families, students and staff including on Compass newsfeed, compass events, handbooks, school newsletter, school portals and at senior school events. Work collaboratively with the wellbeing team to ensure that senior school student's needs are met within a safe and inclusive environment. Other: Other duties requested by the Principal or their delegate. 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 CommitmentApplicants 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines ).
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. All schools have a Child Safety Code of Conduct consistent with the department's exemplar available at:
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:
Tenure: 3 years (28/01/2025 - 26/01/2028)
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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location Profile The Mac.Robertson Girls' High School is one of four selective entry high schools for high ability learners in Victoria, catering for 1200 young people in Years 9-12. 

Situated in a central city location adjacent to the Albert Park Lake, the school offers outstanding facilities for the delivery of its programs and is attended by students from metropolitan Melbourne and beyond. 

The selective nature of entry results in a broad socio-economic and cultural mix of students with a strong commitment to academic excellence. The school provides an educational experience that equips girls and gender diverse young people for tertiary study and leadership roles in a range of fields and industries, and develops interests and skills to enhance their personal lives. 

The school changes the lives of young people by providing a learning community that fosters a strong sense of belonging, outstanding engagement and self regulation, and a love of challenge and enrichment. 

There are two senior certificates available for students to choose from - the Victorian Certificate of Education (VCE) and the International Baccalaureate (IB). Each year 100% of students head off to tertiary education in a course of choice.

Our school vision: Honouring diversity. Inspiring curiosity and creativity. Transforming lives. guides our direction and aspirations. While the strong, positive culture is underpinned by our four core values:

COMMUNITY
We are an inclusive community built on positive relationships and a strong sense of belonging. We value diversity and appreciate those around us for their similarities and differences. We are internationally-minded and value our place in our local and global context. 

GROWTH
We seek challenges in order to grow, and are resilient in the face of adversity. We are curious, collaborative, and passionate about learning. We celebrate success and aspire to be our best selves in all aspects of life. 

RESPONSIBILITY
We are agents in our own learning, and we foster leadership through action. We take responsibility for ourselves and each other, and we contribute to school life and our broader communities.

COMPASSION
We are interested in the lives and perspectives of others. We value every member of our school and wider communities. We treat people with respect and offer support to those who need it.
The school's highly successful alumnae, The Palladians, continue to be strong supporters of the school offering a range of enrichment and leadership programmes for our students.

We have an outstanding, collaborative and stable staffing profile who support a values driven culture. Staff wellbeing (alongside student wellbeing) is a priority for the school. 
Full time / From 28/01/2025 - 26/01/2028

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