Leading Teacher - Student Achievement

Job posted: 22/11/2022
Applications close: 05/12/2022 (Midnight)
9 days remaining

9 days remaining

Job Description

Location: North East Region | Broadford

Job type: Full time / From 27/01/2023 - 28/01/2028

Organisation: Education and Training

Salary: Salary not specified

Occupation: Teacher

Reference: 1317299

Reference: 1317299

Occupation: Teacher

Salary Range: Salary not specified

Work location: North East Region | Broadford

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.


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.

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

As a member of the BSC leadership team, a leading teacher will:


  • Engage with the whole staff and articulate the College’s vision
  • Lead and manage the implementation of whole school improvement initiatives related to the College’s AIP and Strategic Plan
  • Contribute to the overall leadership and management of the school as a member of the SIT
  • Be able to analyse data to improve student learning outcomes.
  • Collaborate with members of leadership to lead, develop, implement, and evaluate programs to improve student learning outcomes.
  • Provide instructional leadership and play a leading role in the development, implementation, and evaluation of the BSC Instructional Model across the College.
  • Work with Principal Class to facilitate professional development for staff.
  • Be a leader in the PDP Review process and promote this culture across the school.
  • Be an exemplary teacher who can teach demonstration lessons which model innovative teaching practices, incorporating technologies effectively to enable students to achieve success.
  • Be an active leader of the PLC process.
  • Undertake ongoing professional learning and share new learning with the leadership team and teams across the college.
  • Continue to develop a vision for Educational Growth at BSC for the duration of the Strategic Plan with strategies, goals, and targets within a cycle of review which will involve further investigation of the latest research, on-going examination of current practice including a needs analysis and preparation of a long-term strategy to continue a whole school approach.
  • Attend Open Night.
  • Other duties as negotiated with Principal Class.


Specific Duties

  • Coordinate NAPLAN and Pat testing
  • Lead programs to differentiate learning for all ability levels across all PLTs
  • Evaluate assessment, rubrics, and moderation practices across all PLTs
  • Provide advice and support for PLT Managers.
  • Support Assistant Principal-Teaching and Learning, in the delivery of Professional Development of pupil free days.
  • Lead and implement the Middle Years Literacy Numeracy Strategy (MYLNS).
  • Lead and Implement the Tutor Learning Initiative (TLI)
  • Develop and publish resources and strategies that support students with a focus on literacy and numeracy across the college.
  • Develop Numeracy and Literacy across all year levels
  • Liaise with Student Achievement Manager (SAM) to assist in the coordination of MYLNS initiative
  • Support and coordinate the MYLNS Direct improvement teacher for Literacy and Numeracy
  • Coordinate and support Tutors for the Tutor Learning Initiative, including monitoring and evaluation of student progress.
  • HAPL Co-ordinator.
  • Providing opportunity for, and coordinating Student Voice and Agency
  • Provide opportunities for students to contribute to their learning
  • Ensure students are reflecting on their Continuous Feedback
  • Co-lead the PLC initiative. This includes working closely with the T&L team to design, implement and evaluate BSC’s PLC model.
  • Report to Assistant Principals (Teaching and Learning and Positive Climate for Learning)

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.

Location Profile

Broadford Secondary College’s vision is to give every person, every opportunity, every day.

Our college community embraces our values - Respect, Responsibility, Organisation, Persistence and Excellence.

Staff who choose to work at Broadford Secondary College will bring our vision to life through their commitment to the students and community and their professional practice.

Broadford Secondary College is a co-educational College, located in the township of Broadford, 70km north of Melbourne. The College draws students from Broadford Primary School and surrounding Primary Schools which include Kilmore Wandong, Pyalong, Tallarook and Willowmavin. In 2022 the school's enrolment is 770 students which is divided into two sub-schools: Junior and Senior.

The College is committed to ongoing school improvement, participating in Berry Street Education Model training, the implementation of the SWPB framework, is to develop school-wide systems for promoting positive behaviour to support powerful learning, a school-wide behaviour (SWPBS) matrix has been constructed by staff.  The action plan aims to establish consistency of teachers’ understanding and practice, as described in the matrix, supported by ongoing professional learning and, secondly, explicitly teaching positive behaviours and rewarding students for demonstrating those behaviours.

Our school motto ‘aspire, strive, achieve'

Our strong learning culture and wellbeing processes support a curriculum that enables students to develop individual pathways, progressing according to ability and readiness rather than age level. The college offers a wide curriculum including VCE, VCEVM, VCAL, VETis, applied and accelerated pathways. VET courses offered on site include Building and Construction, Sports Coaching and Engineering, other courses are delivered at TAFE Colleges which are easily accessible by public transport.

The staff have developed the 'Broadford Secondary College Instructional Model' which is a framework for high quality teaching at BSC, based around current educational research including the High Impact Teaching Strategies (the HITS) and designed within the context of our students and school community. Staff engage in regular and structured professional learning, and work collaboratively with each other in Professional Learning Communities (PLC's). The College has a peer observation structure where staff observe each other to provide feedback and support on teaching practice. Teachers also work in Key Learning Area (KLA) groups to design, document and implement a guaranteed and viable curriculum that is engaging, differentiated and uses ICT effectively as a teaching and learning tool. 

Broadford Secondary College provides a child safe environment. Our school actively promotes the safety and wellbeing of all students, and all school staff are committed to protecting students in accordance with the Child Safe Standards. We promote the safety, wellbeing and inclusion of all children, including those with a disability.

The school's transition program is coordinated by an Assistant Principal who works with all students and their families moving into Year 7; the role provides opportunities for feeder school and new parents to converse with the College. A hand-over to the Year 7 coordinators and advocates occurs early in the new academic year. This process allows for a smooth, well-planned community-based approach.

The College also runs a Flexible Learning Option program for 15 students aged 15-18 years. This off-site alternative learning setting that is supported by BSC which enrols students in the VET courses and offers literacy and numeracy units of learning.

The College Student Family Occupation and Education (SFOE) index is: 0.4843, the staffing profile is made up of 1 Principal, 3 Assistant Principals, 5 Leading Teachers, 3 Learning Specialists, 53 teachers (45 EFT), 23 Educational Support Staff (19.08EFT), a Business Manager and two maintenance persons.

Leading Teacher - Student Achievement

Job type:

Full time / From 27/01/2023 - 28/01/2028

Job classification:

Not provided


Tania Pearson | 035/784-1200

Leading Teacher - Student Achievement