Leading Teacher Range 3 - Community Director

Job posted: 03/08/2022
Applications close: 16/08/2022 (Midnight)
4 days remaining

4 days remaining

Job Description

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 27/01/2023 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1289683

Reference: 1289683

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Eastern Metropolitan

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.


The roles will include;

  • Inspire and encourage the college community to have high expectations and value individuality
  • Where appropriate, communicate initiatives and important information via Compass to the whole community
  • Work with all staff to ensure that support for the care of students is underpinned by a Restorative Practice approach
  • To assist with the transition process of Entry students for the next academic year
  • To implement the transition process for new students entering within the academic year
  • Work with all members of the Community to address attendance issues, in line with the TC Attendance Policy, including any staged interventions
  • Support students to act as key facilitators in Community events.
  • Support staff to monitor student connectedness through attendance and WASHI.
  • Support students and their guardians in the fostering of positive school attendance and participation culture. Put appropriate steps in place where necessary
  • Work with classroom teachers to help support and manage classroom learning interventions, behaviours and expectations
  • Work with families to support students and families to re-integrate back into the college due to attendance and other concerns
  • Ensure that detailed, accurate and timely records of all interactions with students, parents and staff are kept, in accordance to college policy.
  • Alongside other Community Executive Team members, work with the leadership assistant to ensure timely follow up of inquires and set meeting times as required. The final accountability will be held by the Community Director.
  • Facilitate appropriate agencies and provide support for any students considered at risk or in need of additional support.
  • Lead Community Leaders to mentor the student leaders that are part of the Community Executive Team to develop their leadership capacity, through real leadership projects.
  • Lead and inspire others, through leadership and own actions, around the creation of learning opportunities for students, both in the classroom and external to the four walls of the TC Classroom.
  • Other duties as directed by the Principal

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

The Department of Education and Training 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

  • 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

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 http://www.education.vic.gov.au/hrweb/Pages/default.aspx


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.

Vaccination Requirement

For positions in special settings, a person is not eligible for employment unless they meet the vaccination requirements on commencement in the position.

Location Profile

At TC we have a purpose to challenge the status quo so that everyone is empowered to learn.

We believe that learning is a personal, exciting, lifelong journey, where our challenge is to discover and pursue our passions, preferably which contribute to the greater good.

TC has a population of 1250 students in 2022. Demand for places now far outstrips supply.

This is an opportunity to join a school that prides itself on a student centred approach to innovation as it prepares to embark on its new Strategic Plan.   

TC Our Purpose: To challenge the status quo so that everyone is empowered to learn.

In 2017 the school completed the Peer Review process in which, following on from a large amount of consultation, the new school vision and revised philosophy was derived. The school vision encapsulates the key philosophical differences of a TC education, compared to schools which operate on a traditional basis. TC is not a school where education is done ‘’to” students, but rather where they have the opportunity, in consultation with their parents, to genuinely drive their own learning.  Neither is it a laissez-faire, unstructured model of education where students do as they please, with no accountability measures. Rather we seek to allow the learner to take increasing responsibility for their own educational decisions and directions as they grow in age and maturity. @TC Students drive their own learning, co-creating the learning experiences with all members of the community.

The school is fully compliant with the F-10 Victorian Curriculum Guidelines and the school was reviewed as having met the VRQA requirements as part of the Peer Review Process.

In 2019, TC was shortlisted in the Educator Awards in the category of Australian Secondary School of the Year (Government School) and continues to thrive on an innovative model of student centred education, whilst continually looking to improve. TC then was shortlisted in the same category in 2021 as an Excellence Award Winner. In 2022 TC has been named as the winner of the Schools that Excel by The Age for the Eastern region.

Early in 2022, TC undertook its review of the current strategic plan and has begun the process of designing the Strategic Plan for TC2022-2025. This will be an exciting process that we will see TC look to shift the paradigm of what education looks like yet again in order to help students be prepared for the world they live in where disruption is the new normal.

Location: TC is situated on 6 hectares of attractively landscaped grounds in the City of Manningham, in the north eastern suburbs of Melbourne (Melway ref 33D7). 

Candidates are encouraged to visit our website at www.tc.vic.edu.au for further information on TC.


This role reports directly to an Assistant Principal - Transition and Community Executive Teams

The Community Director will have a 0.6 teaching load. The successful candidate will both lead teams, as well as act as team members within various other leadership groups throughout the school. This role aligns with the state-wide move towards FISO 2.0.  

This leading teacher role will include the leading of a Community of 300 students alongside other leaders. In order to do this, the role will include a knowledge of leading improvement strategies relating to curriculum planning, student engagement and whole school planning. This will require the leadership of staff as well as students, whilst also working with other leadership teams within the school.


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.

Leading Teacher Range 3 - Community Director

Job type:

Full time / From 27/01/2023 - 26/01/2026

Job classification:

Not provided


Katrina Katz | 03 9850 6333

Leading Teacher Range 3 - Community Director