Leading Teacher: Wellbeing And Disability Inclusion

Job Description Location: North West Region | Bendigo
Job type: Full time / From 28/01/2025 - 26/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1450064
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.
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.
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.

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 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.
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.

Conditions of Employment 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 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 Our College
Eaglehawk Secondary College (ESC) is a Year 7 - 10 college, which focuses on the needs of students in preparation for senior school pathways, further study and the workforce.
Students from the college progress on to undertake the VCE or equivalent at Bendigo Senior Secondary College, with which ESC has a very strong partnership as a member of the Bendigo Education Plan cluster schools.

The college has a student population of 570 students drawn from Eaglehawk, Bendigo and the adjacent rural areas, with projected growth to 700.
The college was completely rebuilt in 2012 with outstanding facilities including four Learning Communities; Design and Technology building; Performing Arts Centre; Library; Food Technology areas; Gymnasium; a purpose-built Innovation Learning Centre for STEAM and an onsite reengagement facility that hosts the college's Connect Program.

Student Engagement
A wide range of teaching and learning strategies are employed by teachers to actively involve students in their learning and respond to the different skills, abilities, and interests of all students.


The major features of ESC are:
A well-balanced curriculum that has breadth, depth, engagement, and challenge.
Personalised learning opportunities that increase agency and voice in learning.
Literacy and Numeracy programs catering for personalised learning.
Applied and practical learning experiences with VCE and VET opportunities utilising industry standard facilities and equipment.
Bring Your Own Device program in 2025.
Programs to support Indigenous students.
Tutor supported program for Karen students.
Opportunities for students to thrive in our onsite re-engagement program 'Connect' that support students who are at risk, therefore enabling them to remain connected to educational opportunities and the school community.
A Teacher Advisor Program committed to the learning, wellbeing, and engagement of students.
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