Instructional Practice Leader

Government schools; Maldon; On-site; AUD 90,000 - 130,000; Full time

Job summary

Castlemaine Secondary College seeks experienced leading teachers to advance school priorities, curriculum planning and assessment practices across the college. You will lead and coach staff to deliver high-quality teaching and learning, monitor progress and drive whole-school improvement aligned with the Department’s priorities.

You will work with students, families and staff to foster wellbeing, engagement and achievement, modelling professional behaviours and supporting a collaborative

Qualifications

• Experience leading curriculum and teaching priorities across a school.
• Ability to evaluate teaching quality and student progress using data.
• Proven ability to collaborate with staff, students and families.
• Strong interpersonal and leadership skills demonstrated in a school context.
• Commitment to the Department values and student wellbeing.

Responsibilities

• Lead and manage whole-school improvement initiatives.
• Coordinate curriculum planning and delivery across year levels.
• Provide professional development and coaching for teachers.
• Monitor student learning outcomes and use data to drive instruction.
• Support school operations and student welfare in partnership with leaders.

Skills

Curriculum leadership

Data-driven improvement

Strategic planning

Interpersonal leadership

Staff coaching and development

Education

Registration with Victorian Institute of Teaching

Experience in curriculum development

Job description

Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's positive learning culture. All students are encouraged to achieve their personal best while developing an awareness of the community around them and building positive, respectful relationships.

We maintain high expectations for both staff and students. We place equal importance on learning and wellbeing, creating calm, safe and rigorous learning environments where students feel connected, supported and inspired to succeed.

At the beginning of 2026, CSC initiated a new Year Level and Sub-School Model designed to strengthen student connectedness, wellbeing and academic achievement. Students belong to one of four Sub-Schools, each supported by a dedicated Sub-School Leader and Year Level Leaders:

• Junior Sub-School: Year 7


• Middle Sub-School: Years 8- 9


• Senior Sub-School: Year 12

This structure ensures every student is known, valued and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.

The model is already achieving strong results. Our excellent 2026 NAPLAN results, including significant growth in literacy and numeracy, demonstrate the impact of our continued focus on high-quality teaching and learning. This progress is complemented by strong growth across all wellbeing measures in the 2026 Attitudes to School Survey, reflecting increased student connection, engagement and confidence in their school experience.

Five key frameworks underpin our vision for high-quality teaching and learning:

• Literacy


• Numeracy

Our SWIM provides clarity and consistency for staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.

The BSEM underpins our relational and wellbeing approach, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to support learning environments that are calm, predictable and rigorous.

Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety and engagement across the school.

Enhancing literacy and numeracy remains a central priority at CSC. Strong foundational skills empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students and families.

Castlemaine Secondary College continues to invest in high-quality teaching, strong wellbeing support and learning environments that reflect our values of Aspiration, Respect and Empathy.

Location Profile

Our college values of Aspiration, Respect and Empathy define Castlemaine Secondary College's positive learning culture. All students are encouraged to achieve their personal best while developing an awareness of the community around them and building positive, respectful relationships.

We maintain high expectations for both staff and students. We place equal importance on learning and wellbeing, creating calm, safe and rigorous learning environments where students feel connected, supported and inspired to succeed.

At the beginning of 2026, CSC initiated a new Year Level and Sub-School Model designed to strengthen student connectedness, wellbeing and academic achievement. Students belong to one of four Sub-Schools, each supported by a dedicated Sub-School Leader and Year Level Leaders:

• Junior Sub-School: Year 7


• Middle Sub-School: Years 8- 9


• Upper Sub-School: Years 10-11


• Senior Sub-School: Year 12

This structure ensures every student is known, valued and challenged at each stage of their educational journey, with clear transitions and strong support networks throughout their time at CSC.

The model is already achieving strong results. Our excellent 2026 NAPLAN results, including significant growth in literacy and numeracy, demonstrate the impact of our continued focus on high-quality teaching and learning. This progress is complemented by strong growth across all wellbeing measures in the 2026 Attitudes to School Survey, reflecting increased student connection, engagement and confidence in their school experience.

Five key frameworks underpin our vision for high-quality teaching and learning:

• School-Wide Instructional Model (SWIM)


• Berry Street Education Model (BSEM)


• School-Wide Positive Behaviour Support (SWPBS)


• Literacy


• Numeracy

Our SWIM provides clarity and consistency for staff and students, outlining the high expectations that guide every classroom. Teachers are supported to be lifelong learners who continually refine their practice to meet the needs of all students.

The BSEM underpins our relational and wellbeing approach, requiring staff to demonstrate unconditional positive regard for all students at all times. BSEM strategies are embedded within our SWIM to support learning environments that are calm, predictable and rigorous.

Through SWPBS, we explicitly teach and acknowledge our college-wide expectations, promoting a culture of respect, safety and engagement across the school.

Enhancing literacy and numeracy remains a central priority at CSC. Strong foundational skills empower students to access the full curriculum and pursue diverse future pathways. Success in literacy and numeracy is a shared responsibility between the college, students and families.

Castlemaine Secondary College continues to invest in high-quality teaching, strong wellbeing support and learning environments that reflect our values of Aspiration, Respect and Empathy.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

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 (seeWorkplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via*******@education.vic.gov.au

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.

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

• 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

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

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'; and


• 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.