Middle Years Sub School Leader

Job posted: 25/06/2024
Applications close: 22/07/2024 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Geelong

Job type: Full time / From 28/01/2025 - 27/01/2028

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Education and Training

Reference: 1422338

Reference: 1422338

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Geelong

Selection Criteria

SC1. Demonstrated high level understanding of initiatives in student relationships and wellbeing, curriculum, assessment, educational technology and pedagogy, and the capacity to provide leadership in the alignment of these areas.

SC2. Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning.

SC3. Demonstrated high level ability to monitor and assess student learning data at the individual, cohort and whole school level and to use this data to inform teaching for improved student learning.

SC4. Demonstrated high level written and verbal communication skills and high level interpersonal skills including a capacity to develop constructive relationships with students, parents and other staff and contribute to the leadership and management of the school.

SC5. Demonstrated commitment and capacity to actively contribute to and lead whole school improvement initiatives, manage major curriculum or student activities and a commitment to ongoing 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.


The responsibilities of this position will be:

·         Development and promotion of the unique year level experiences for the year levels including curricular and co-curricular programs.

·         Promote a culture of mutual respect to build positive teacher/student professional relationships.

·         Promote high expectations, to enhance student achievement, participation, and connectedness which are responsive to school goals and priorities

·         Oversee the care and wellbeing of the students in the sub-school by monitoring and responding to relevant data/information to act to ensure that appropriate support, extension, and intervention are proactively implemented for each child

·         Ensure the consistent implementation of the College vision and values and expected behaviours as outlined in agreed policies and practices such as the Code of Behaviour and College Uniform Policy

·         Provide leadership of staff to use data to inform teaching, learning and feedback.

·         Engagement with teachers, students and families around learning and behavioural challenges and in the promotion of high expectations for all.

·         Communication with families, teachers and the community and actively engage with and connect these groups inclusive of student support group meetings along with the facilitation of appropriate disciplinary interventions where required.

·         In conjunction with the relevant leaders and other support services, manage critical incidents from within their sub-school

·         Promotion and implementation of professional learning in a restorative practices approach to student management.

·         Oversee and coordinate relavant Transition and Induction Programs for new students and families

·         Support key pathways staff in the completion of Essential Pathways activities across the relevant year levels.

·         Support the effective use of data across relevant year levels including PAT, OnDemand, NAPLAN- including the collection, analysis and use of in every classroom

·         Create and lead the implementation of assessment schedules across Middle Years with the Curriculum Leading Teacher

·         Support the identification and awards processes for the middle year celebration of success lunch and end of year awards presentation with the Year level learning managers

Other/Whole School

·         Lead and coordinate key college events include whole college assemblies, year level assemblies and special events

·         Support LCLs in the support of disciplinary matters with students

·         Lead Professional Learning in support of AIP Goals

·         Lead SWPBs or Student Leadership, Voice and Agency in the College.

·         Any other duties required 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

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. 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 marrung@education.vic.gov.au

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:


DE Values

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:


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

Western Heights College during the last 5 years has established a new and vibrant culture and strategic direction. It is a government co-educational single campus secondary college located in the heart of the Hamlyn Heights, Herne Hill and the Geelong West region just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns. The college is located within state-of-the-art modern buildings which connect learning, to our community and reflects our leading-edge work in curriculum design and delivery for our community. 

The college¿s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well-being, creativity and innovation reflected strongly in the schools 3 values community, courage and integrity. Planning has commenced for the school to complete its masterplan which will see the college state of art gymnasium constructed on-site to enable a highly specialised sports and physical activity program to grow with a completion date of early 2026. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey.

The college has a strong focus on literacy and numeracy across the college. Global learning and thinking are a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese mandarin as it¿s language. The college has sister schools based in China.

Leadership, interpersonal development and student voice and agency in learning are a focus for the school with its offerings of exceptional dance, music, theatre studies, technology, STEM and art programs on offer. The college has an exciting camps and excursions program with opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China, Europe, the USA and Fiji. The College is also involved regularly in the School for Student Leadership Opportunities across all its campuses for Year 9 students.

All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a mentoring program and the Resilience Project across 7-12. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding. An innovative personalised program for Year 9 and 10 students includes access to VCE, the Head Start Program, School Based Apprenticeships (SBA¿s) and Vocational Education Training (VET) studies. Years 11 and 12 students choose from a wide range of studies, combining academic VCE, VM and VET, CHES programs offered. Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library, Vines Road Senior Citizens and many local and elite sports groups co-located on site.

We continue to implement School-wide Positive Behaviours Support and are committed to continuing to utilise this evidence-based holistic framework for a positive climate and student outcomes. In 2024, the school has completed 4 training days for the Berry Street Education Model (BSIM Model). We have a strong belief that that the very best strategies for student success, live in a strengths-based classroom, based upon meeting the differentiated needs of all students.

The school will reach close to its enrolment capacity of 1200 in 2025.

Tours are welcome and interested applicants are encouraged to contact Principal Fiona Taylor via email or by calling 0488 988 167.

Middle Years Sub School Leader

Job type:

Full time / From 28/01/2025 - 27/01/2028

Job classification:

Leading Teacher Range 3


Fiona Taylor | 048/898-8167

Middle Years Sub School Leader