Location
Melbourne Eastern Suburbs VIC
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1484834
Location Profile
Cranbourne West Secondary College abuts rapidly growing residential areas in the suburb of Cranbourne. The school will work in partnership with the community to provide authentic learning opportunities and best academic and personal outcomes for all students. Cranbourne West Secondary College in the rapidly growing suburb of Cranbourne opening in January 2021 with 198 Year 7 enrolments. Currently the College has 1600 students across Year 7 to Year 11 and is anticipated to grow beyond 2000 students in 2026 as we commence our first year of Year 12. Neighbouring schools are relatively large and Cranbourne West Secondary College is expected to grow quickly to meet residents¿ demand for excellence in education, consistent with the vision for the Education State.
Cranbourne West Secondary College will provide students with state of the art facilities in STEM, Visual Arts, Physical Education and Performing Arts spaces to cater for the learning needs of all students.
Commitment to Excellence and Inclusion
Cranbourne West Secondary College delivers the highest quality of education for all learners. As a Supported Inclusion School, Cranbourne West Secondary College sets strong culture of inclusion at a whole-of-school level. The innovative and evidence-based schools design is flexible and allows schools to have students with special needs in the classroom with their peers, utilise smaller spaces and/or run stand-alone classes depending on the cohort of students.
Cranbourne West Secondary College staff deliver excellence by responding to the diverse needs of their students. We will provide staff access to a suite of Department educational resources and programs that support exemplary inclusive practice. Our College will demonstrate a strong commitment to outstanding post school outcomes for all students, be that University or other further study, apprenticeships, traineeships or full-time work.
School Vision and Values
Cranbourne West Secondary College fosters a love of learning. We respect inclusion, diversity and indigenous heritage. We aspire for continuous improvement in all our students as they grow into adulthood. We live by our motto, diversis viribus - ¿strength through diversity¿, and look forward to our students emerging as resilient, productive and cooperative members of the community.
Cranbourne West Secondary College¿s motto is Diversis Viribus - `Strength through Diversity¿; our values are intrinsically linked to this motto as we ASPIRE every day:
Acceptance - to accept someone is to acknowledge them, to recognize how they are different, and to say that it is okay. Acceptance is good!
Sincerity - the quality of being open and truthful
Perseverance - is not giving up. It is persistence and tenacity, the effort required to do something and keep doing it till the end, even if it's hard.
Inclusion - a group that's particularly welcoming to all kinds of people. To include someone is to intentionally pursue ways to make them feel welcomed, heard, and valued.
Respect - respecting myself, others and the school environment.
Excellence - the quality of excelling; possessing good qualities in high degree and continually striving to improve.
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.
Role
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.
Responsibilities
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
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
These are two new positions to commence in 2026. Both positions report directly to the Assistant Principal Head of Teaching and Learning and work exclusively with their allocated Domain Leaders at Year 7-10. One position will work with the English, Humanities, Languages and Arts Domains and the other position will work with the Mathematics, Science, Technology and HPE Domains
Student Learning Performance LT will:
Model outstanding classroom teaching practice and undertake leadership and management roles commensurate with their salary range.
Be an advocate and driver of the Cranbourne West Secondary College improvement strategies as outlined in College policy documents of practice in the Teaching and Learning, Staff Operations and Student Wellbeing Handbooks.
Meet regularly with the Curriculum Leadership Team to plan Teacher Professional Development.
Monitor and review learning performance with other members of the Curriculum Leadership team with emphasis on teaching practices that maximise student learning growth.
Collate and disseminate a variety of data sets for staff use.
Support staff members to effectively analyse student data to inform teaching and improve student outcomes.
Facilitate communication to staff and students about effective teaching pedagogy and the College improvement foci.
Work closely with Instructional Coaches to ensure teachers are developed in accordance with the CWSC Teaching and Learning Model and Inquiry Cycle.
Student Learning Performance LT role:
Student Learning Performance LT will have responsibility for the following activities:
Meeting with the Leadership Team, Curriculum Leadership Team and Domain Leaders.
Monitor, analyse and distribute student data to staff including NAPLAN, PAT, Learning Tasks, Teacher Judgements and Student Reporting Cycle data.
Tracking student data to identify students performing above and below expected levels and assist teachers in using data for differentiation and to inform practices.
Use data to identify students in need of support and intervention programs/strategies
Monitor and lead all learning data sources related to the College Magnum Opus program, including management of the testing and the selection process in conjunction with Head of Teaching and Learning.
To maximise the provision of high-quality professional development with a focus on analysing and using various forms of data.
To assist in driving the College FISO initiative of improved literacy outcomes
Working with domain teams to develop and document curriculum which incorporated critical thinking and effective teaching strategies.
To coach and support staff to trial and reflect upon identified effective strategies and processes in their classrooms.
Supporting teachers to understand and use a variety of assessment to provide regular, accurate and meaningful monitoring of student progress.
Staff Professional Learning
With the Assistant Principal, lead the delivery of PLTs and support PLT Leaders in their work to ensure consistency of practice across PLTs
To support, provide training and advice to staff to develop confidence and competence in the use of effective assessment methods
To support and model best practice teaching and learning.
To assist Domain Leaders to develop, monitor and evaluate effective teaching.
To develop training materials as necessary.
Provide support and direction to staff and make recommendations to the Principal and Head of Teaching and Learning in the annual Performance Development process.
Work with the school improvement team to successfully implement school wide strategies related to improving teacher effectiveness and leadership of learning.
Support teachers and instructional coaches to improve teaching practices
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
VIT LANTITE
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.
Applications close Thursday 7 August 2025 at 11.59pm
Posted
25 July 2025
Read more
