Reporting and Assessment Leader

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

8 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: 1422351

Reference: 1422351

Occupation: Education and Training

Salary Range: Salary not specified

Work location: Geelong

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.


Data, Assessment and Reporting.

·         The focus is on leading, managing and the improvement of the learning program through the processes of student assessment, moderation and feedback.

·         Lead the refinement, development and implementation of the WHC approach to regularly reporting student achievement using Compass across all programs.

·         Provide regular, relevant data reviews and reports/presentations to the school leadership and school improvement teams (Learning and Engagement SIP teams) with relevancy to the AIP and SSP. (eg, NAPLAN, VCE, Attitudes to School, Parent/Carer etc)

·         Update data dashboards on compass for staff.

·         Lead student continuous reporting processes and learning conversations with parent/teacher/students.

·         Lead school assessments such as VCE Exams/NAPLAN/PAT Assessments/On Demand etc.

It is expected that the Leading Teacher performing this role will:

Provide high level educational leadership in the school community and beyond. Provide significant presence as a member of the School¿s Leadership

·         Assist professional development on the use of the assessment and reporting software and ensure all staff have access

·         Ensure approaches to assessment and reporting procedures are clearly established in the staff handbook and with examples of best practice.

·         Ensure accurate and appropriate report templates are updated and available for staff in a timely manner.

·         Coordinate assessment and reporting procedures in line with Victorian Curriculum, VCAL, VCE, VET and EAL

·         Provide professional development on best practices for written reports so that there is consistency in the professionalism of our reporting system.

·         Plan a timeline for the completion, proofreading and printing of all reports.

·         Plan a timeline and procedure for report distribution (electronic and hard copy)

·         Inform staff of all relevant information regarding assessment and reporting in a timely manner

·         Liaise with Learning Area Leaders to ensure the Assessment Schedule aligns with the Reporting Schedule.

·         Upload Assessment Schedule to electronic calendar and compass for all parents/carers

·         Provide professional development for staff around assessment and reporting.

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

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.

Reporting and Assessment Leader

Job type:

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

Job classification:

Leading Teacher Range 3


Fiona Taylor | 048/898-8167

Reporting and Assessment Leader