Yr7 Team Leader - Classroom Teacher + POR (Generous Time Allowance + Special Payment)

Job posted: 26/06/2024
Applications close: 16/07/2024 (Midnight)
1 day remaining

1 day remaining

Job Description

Location: Melbourne | Cranbourne

Job type: Full time / From 09/09/2024

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1422555

Reference: 1422555

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Cranbourne

Selection Criteria

SC1    Demonstrated knowledge of the relevant curriculum, including the ability to incorporate the teaching of literacy and numeracy skills. Demonstrated experience in responding to student learning needs.

SC2    Demonstrated experience in planning for and implementing high impact teaching strategies, guided by how students learn, and evaluating the impact of learning and teaching programs on student learning growth. 

SC3    Demonstrated experience in monitoring and assessing student learning. Demonstrated experience in using data to inform teaching practice and providing feedback on student learning growth and achievement to students and parents.

SC4    Demonstrated interpersonal and communication skills. Demonstrated experience in establishing and maintaining collaborative relationships with students, parents, colleagues and the broader school community to support student learning, agency, wellbeing and engagement.

SC5    Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.



The Team Leader (TL) works as part of the wider Sub School Team to support the vision for learning, as well as create a clear, consistent and high-quality approach to supporting student learning, engagement and wellbeing to build the type of learners outlined in the Graduate Profile.  The Team Leader has a deep knowledge of their cohort of learners, their strengths and areas for improvement.  They work in partnership with internal and external groups to coordinate proactive and responsive measures to support student learning, engagement and wellbeing.

This role focuses on the following areas:

Leading Learning and Wellbeing Priorities:

  • Support Team Around the Learner (TAL) Approach ¿ organising, chairing, communicating TAL meetings
  • Ensure common understanding and implementation of school-based policies and plans, including the 5Rs behaviour code and attendance intervention plan
  • Collaborate with the college Wellbeing and Careers Teams to establish their profile and implement targeted supports and programs for the sub school
  • Access, analyse and use a range of data to support student learning, engagement and wellbeing including attendance, Chronicle, SWPBS, learning data etc.
  • Lead consistent implementation of school-based student engagement policies focused on the pre-conditions for learning (equipment, mobile phones, behaviour, lateness, uniform etc.)

Leading Students:

  • Develop student leadership opportunities within the sub school and promote student voice and agency in consultation with LT ¿ Student Voice and Agency
  • Ensure there are regular celebrations of success for students in the sub school via scheduled assemblies
  • Maintain a leading role in the learning, mentoring and management of students, including the monitoring of attendance, academic progress, uniform and behaviour
  • Support the development of student learning, engagement and wellbeing within the sub school including cohort incursions, excursions and camps
  • Collaborate with the Wellbeing/Inclusion Leaders to lead the implementation of Student Support Plans, including but not limited to IEPs, BSPs and Attendance Improvement Plans
  • Support the process of course counselling in partnership with other Sub School Leaders and the Assistant Principal in charge of course counselling
  • Actively seek to utilise alternative learning settings, programs and pathways to enable all students to achieve success
  • Collaborate with Sub School Leaders, Transition team and Student Admin to ensure effective transition programs are in place for all students, including new students, and whole cohort End of Year and Start Up Programs
  • Facilitate processes to ensure pre-conditions for learning are implemented effectively, including overseeing uniform passes and issuing loan uniform, conducting regular device audits and equipment checks
  • Actively support homegroup and Launch/Explore/Achieve classes, including regular communication and visits to participate or actively lead sessions

Leading Staff

  • Lead the development and growth of classroom teachers, homegroup teachers and ES staff, including ensuring consistent practices across the College
  • Support the development and implementation of PL relevant to the year level and/or cohort of students
  • Oversee the development of termly schedules for Launch/Explore/Achieve periods to ensure the three pillars are significantly addressed in ways that meet the needs of the cohort
  • Support effective communication between homegroup teachers to share ideas, activities, and strategies to use daily time most effectively
  • Timely and effective communication with all staff regarding individual students, groups and the cohort

Leading Community

  • Participate in meetings with parents/carers on matters of learning progress, student attendance, academic progress and meeting our school values
  • In partnership with other Sub School members, work proactively to ensure parents/carers are well informed and partners in their students¿ learning
  • Support the running of Student Support Group (SSG) meetings each term, including the representation of the Sub School in each meeting
  • Establish and maintain regular, proactive communication with LSC and the wider community including regular items in the college newsletter and via social media

Managerial Leadership

  • Oversee the collection, scheduling and storage of cohort data as required for role
  • Support the development and implementation of relevant documentation, including policies, handbooks and visuals
  • Support the management of the Sub School budget
  • Set up clear communication structures with staff, students, parents and carers
  • Act as a replacement staff member for daily homegroup in the event of teacher absence to provide consistency for students (part of time allowance)
  • Attend Sub School meetings as scheduled (e.g. Team Leaders, Sub School Leaders, Assistant Principals)
  • Attend all meetings required in order to fulfill the role of a Team Leader ¿ this may require meeting outside of the scheduled meeting times, including before and after school
  • Contribute to regular meetings with the Sub School team to track progress and determine actions to support the cohort of students, parents and carers
  • Undertake other related duties as required by the Principal or delegate


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:


Other Information

Please ensure that your application includes:

·       a resume including relevant experience as well as personal details (name, address and contact numbers, business, and home)

·       a section addressing the selection criteria and the requirements for application under the

·       names and contact numbers (telephone and email if possible) of two referees

Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.

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

Lyndhurst Secondary College is seeking a Year 7 Team Leader to join their Junior School Team.  The college is broken up into three sub schools (Junior 7&8, Middle 9&10, Senior 11&12).  Each sub school has a year level Team Leader per year level, a Leading Teaching (Sub School Leader) and an Assistant Principal connected to the team.  This core team oversees the learning, engagement and wellbeing of all students in the sub school with support from other groups including our Wellbeing, Inclusion and Careers teams.

This position is a Classroom Teacher level position that is part of our college¿s Position of Responsibility (POR) structure.  The appointed staff member will have a teaching load of up to 24 periods per fortnightly cycle.  The position comes with a 15 period (15 x 57min) per fortnight time allowance as well as a special payment of $2000.



Lyndhurst Secondary College is situated just north of Cranbourne in the south-western corner of the City of Casey - one of the fastest growing municipalities in Australia. Our college has an enrolment of 850 students in 2024 and is projected to rise further. Over recent years, the cultural mix of the College has evolved, with students coming from over 50 backgrounds and nationalities. 


Our College Vision, ¿Empowering students for learning and life¿, is lived on a daily basis through both our classroom practices and co-curricular opportunities.  Our College Values are excellence, commitment, integrity, and respect, with an overarching belief in high expectations for all.  These are recognised with students through an active SWPBS framework known as Lyndhurst Legacy whereby staff can recognise students for their demonstration of College Values to accumulate points, which contribute to regular awards given at year level and whole school assemblies. 




The best answer to this question comes from both our staff and students and their perspectives on life at Lyndhurst. 


In the 2023 Student Attitudes to School Survey, our students reported positive results that were above both similar schools AND state results in EVERY single measure.  This includes important areas such as effective classroom behaviour, stimulated learning, having an advocate at school, a sense of connectedness and high expectations for success. 


In the 2023 School Staff Survey, our staff reported positive results that were at or above both similar schools AND state results in 14 of a total 17 measures.  This includes important factors such as having a collective focus on student learning, instructional leadership and staff safety and wellbeing. 




As a college, we have a strong focus on supporting new staff to make the transition to life at Lyndhurst.  This includes all staff members having an induction process led and overseen by an Assistant Principal.  As part of our staff induction program, we allocate every new staff member a mentor to be their initial go to for any questions or needs that may arise.  In addition, we run fortnightly professional learning and support sessions for new staff which covers everything from how to use our school-wide Compass system, through to best approaches for learning, engagement and wellbeing in the classroom. 


Furthermore, the college has invested in supporting new staff to the college, as well as new staff to the teaching profession through the development of the GET SET program.  This program (Graduates Entering to Supported Educators Thriving) focuses on the development of professional learning and support for staff to ensure they are able to be the best educators possible.  The college has two GET SET mentors who work closely with the Assistant Principal overseeing induction/transition to develop professional learning sessions, as well as provide more individualised support to staff as required through observations, peer coaching and feedback. 


Provisionally registered teachers are supported through the allocation of a VIT Mentor, as well as specific sessions in the induction program dedicated to supporting staff to complete their VIT projects. 






The Lyndhurst Secondary College community is committed to providing a safe, challenging and stimulating learning environment for all students.  We have school-wide, consistent approaches to classroom routines and classroom/behaviour management to ensure that our students can be ready to learn and can achieve success, as well as ensure staff are supported to make every minute of learning time effective.   


In 2024, we commenced the work of implementing the Berry Street Education Model framework, with all staff undertaking 4 days of professional learning.  We also have a daily 10-minute home group and weekly Mentor period where teachers work with the same teacher who deeply knows their group of young people and works with them to build their learning to learn skills, improve their wellbeing and connection and investigate future careers and pathways.     




Our curriculum offers a range of flexible learning options and support programs.  This includes a focus on providing high-quality vocational programs for students right from Year 7, including Hands On Learning, access to on-site and external VET courses and a strong VCE Vocational Major curriculum.  The college is also home to its own state of the art Auto Trade Skills Centre which delivers Certificate II in Automotive Vocational Preparation to over 80 students each year.  Students also have the opportunity to engage with a wide range of subjects, with Arts and Technologies taster classes in Years 7 and 8 through to flexibility in their elective options in Years 9 and 10. 




As a college, we understand the importance of student voice and agency in relation to school connectedness. As result, there are extensive leadership opportunities available to students across a range of areas within the College community.¿¿We also support our young people with an extensive and highly skilled Wellbeing Team, as well as connecting with a variety of community-based groups. 




Presently the major focus for staff is to develop classroom curriculum and pedagogy through a range of evidence-based teaching and learning strategies, to further improve outcomes for students.¿¿The objective is to teach each student¿s point of need, regardless of where they on the learning continuum. 


This, alongside the development of whole-school frameworks and implementation of the Berry Street Education Model are key components of our Annual Implementation Plan. 




The current College Leadership Team profile currently consists of the Principal, 5 Assistant Principals, 3 Sub-School Leaders (aligned to Junior School 7&8, Middle School 9&10 and Senior School 11&12), 4 Learning Specialists (Curriculum & Pedagogy, Literacy, Numeracy, Inclusive Practices), a Student Voice and Agency Leader, a Wellbeing Leader, an Inclusion Leader and the College Business Manager. 




The classroom teacher classification comprises two salary ranges- range 1 and range 2.  The primary focus of the classroom teacher is on the planning, preparation and teaching of programs to achieve specific student outcomes.  The classroom teacher engages in critical reflection and inquiry in order to improve knowledge and skills to effectively engage students and improve their learning. 

As the classroom teacher gains experience his or her contribution to the school program beyond the classroom increases. All classroom teachers may be required to undertake other duties in addition to their rostered teaching duties provided the responsibility is appropriate to the salary range, qualifications, training and experience of the teacher.

Classroom teacher Range 2
Range 2 classroom teachers play a significant role in assisting the school to improve student performance and educational outcomes determined by the school strategic plan and state-wide priorities and contributing to the development and implementation of school policies and priorities.

A critical component of this work will focus on increasing the knowledge base of staff within their school about student learning and high quality instruction to assist their school to define quality teacher practice.

Range 2 classroom teachers will be expected to:
- Have the content knowledge and pedagogical practice to meet the diverse needs of all students
- Model exemplary classroom practice and mentor/coach other teachers in the school to engage in critical reflection of their practice and to support staff to expand their capacity
- Provide expert advice about the content, processes and strategies that will shape individual and school professional learning
- Supervise and train one or more student teachers
- Assist staff to use student data to inform teaching approaches that enable targets related to improving student learning outcomes to be achieved.

Classroom teacher Range 1
The primary focus of the range 1 classroom teacher is on further developing skills and competencies to become an effective classroom practitioner with structured support and guidance from teachers at higher levels and the planning, preparation and teaching of programs to achieve specific student outcomes. These teachers teach a range of students/classes and are accountable for the effective delivery of their programs.  Range 1 classroom teachers are skilled teachers who operate under general direction within clear guidelines following established work practices and documented priorities and may have responsibility for the supervision and training of one or more student teachers.

At range 1, teachers participate in the development of school policies and programs and assist in the implementation of school priorities. 
The focus of a range 1 classroom teacher is on classroom management, subject content and teaching practice.  New entrants to the teaching profession in their initial teaching years receive structured support, mentoring and guidance from teachers at higher levels.

Under guidance, new entrants to the teaching profession will plan and teach student groups in one or more subjects and are expected to participate in induction programs and other professional learning activities that are designed to ensure the integration of curriculum, assessment and pedagogy across the school.

Teachers at range 1 are responsible for teaching their own classes and may also assist and participate in policy development, project teams and the organisation of co-curricula activities.

Yr7 Team Leader - Classroom Teacher + POR (Generous Time Allowance + Special Payment)

Job type:

Full time / From 09/09/2024

Job classification:

Classroom Teacher


Eloise Haynes | 5996 0144

Yr7 Team Leader - Classroom Teacher + POR (Generous Time Allowance + Special Payment)