2027 - Leading Teacher - Year 7 - Year Level Leader

Department of Education Victoria; Melbourne; On-site; AUD 110,000 - 140,000; Full time

Job summary

Elevation Secondary College in Melbourne's northern growth corridor is seeking a Leading Teacher to drive teaching quality and student outcomes for Year 7–12. The role leads a Year Level team, coordinates priority projects, mentors teachers and collaborates with the Assistant Principals to implement the school’s strategy, aligned with the Department values and trauma-informed approach.

You will balance high expectations with inclusive practices, using data to monitor progress and inform

Qualifications

• Expert knowledge of the curriculum and ability to lead school priorities.
• Ability to plan and implement high-impact teaching strategies.
• Ability to monitor learning and use data to drive improvement.
• Exceptional interpersonal and leadership skills.
• Ability to model Department values and contribute to whole-school Professional Learning.
• Perseverance, humility and collaboration with inclusive education.

Responsibilities

• Lead Year Level Team to ensure positive climate for learning.
• Coordinate Transition Program and support staff and mentors.
• Manage day-to-day student behaviour, wellbeing and attendance.
• Develop proactive year-level programs and staff development plans.
• Use data to inform teaching and student subject selections.
• Contribute to policy development and school improvement initiatives.

Skills

Curriculum leadership

Data analysis

Staff coaching

Communication

Interpersonal skills

Professional learning

Education

Teacher Registration (Victoria)

Job description

Department of Education Victoria – Melbourne VIC

1d ago , from Department of Education & Training Victoria

Elevation Secondary College is looking to recruit high quality, evidence-based practitioners for the 2027 school year.

Elevation Secondary College is an evidence-based school in Melbourne's booming northern growth corridor. Situated approximately 23 kilometers from Melbourne, we service the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further North to Mickleham. We first opened our doors in 2020, to a purpose built, state of the art educational facility with a Science, Technology and Arts building, as well as a general-purpose Learning Community building, Administration Centre and Library. In 2026 our school has grown to over 1200 students from Year 7-12 and we celebrated our inaugural graduating class in December 2025.

Renowned for its performance based professional learning culture, in 2022, Elevation Secondary College was named #1 best place to work for the not-for-profit sector by the Australian Financial Review. In 2026, it was named in Prosple's Top 100 Graduate Employers in Australia.

School Vision

Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students. The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.

Professional Learning Culture

Elevation Secondary College has a powerful professional learning culture, based on the idea that if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve. Dylan Wiliam University of London.

Staff at the school maintain a professional approach to teaching and learning. The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.

Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement, wellbeing and inclusion.

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.
• SC6 Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices.

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

Leading Teacher - Year 7 - Year Level Leader

has overall responsibility for the behaviour, wellbeing and attendance of students within the sub school.

The Year Level Leader will also contribute to the overall leadership of behaviour, wellbeing and attendance for the entire school. The Year Level Leader will work closely with the other mini school Leading Teachers and directly support the Assistant Principals. They will support and lead Mentor Group Teachers, classroom teachers and staff in the management of students on a day-to-day basis as well as contributing to the leadership of the Positive Climate for Learning Team.

The Year Level Leader role includes, but is not limited to the following responsibilities:

• Leadership of a Year Level Team (including 2 x Year Level Coordinators and administration staff) to ensure a Positive Climate for Learning.
• Contributing to the management of the 6-7 Transition Program and working with the Transition Coordinator.
• Management of day to day student behavioural, wellbeing and attendance matters
• Maintaining an orderly learning environment within the school
• Development of proactive year level programs
• Use data to assist and manage student subject selections where appropriate
• Contributing to and supporting the welfare and wellbeing of students through IEPs and SSGs, collaboration with the Mental Health Practitioner, coordination of wellbeing services and coordination of services for priority cohorts
• Supporting the implementation of Trauma informed education (Berry Street Model) and the school behaviour system including supervisions and on call duties
• Staff support and development including ad hoc support for staff in student related matters, formal mentoring and instructional coaching for staff and leadership of professional learning
• Each Year Level Leader will also maintain schoolwide proactive responsibilities, that contribute to the broader school improvement agenda

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.

Diversity and Inclusion

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces.It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

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

To find out more about Elevation Secondary College, applicants can view our website at https://www.elevationsc.vic.edu.au or view our Careers page at https://www.elevationsc.vic.edu.au/our-school/careers/

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 https://www2.education.vic.gov.au/pal

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures';
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.