Leading Teacher Range 3 - Visual Arts

Government schools; Melbourne; On-site; AUD 110,000 - 140,000; Full time

Job summary

Clyde Secondary College in Clyde, Victoria, is seeking experienced leading teachers to drive high‑impact teaching, lead curriculum development and improve student learning across the school community. The role involves coordinating staff, modelling practice, coaching colleagues and leading priorities from the school strategic plan.

The college emphasises REACH values, inclusive education, staff wellbeing and ongoing professional development to support a proud, supportive learning environment for

Qualifications

• Demonstrated expert knowledge of the curriculum and ability to lead school priorities.
• Ability to plan and implement high impact teaching strategies.
• Ability to monitor and assess student learning and use data for improvement.
• Exemplary interpersonal and leadership skills for collaboration with staff, parents and students.
• Commitment to Department values and ongoing professional learning.

Responsibilities

• Leading and managing whole‑school improvement initiatives related to the school strategic plan.
• Leading curriculum planning and delivery improvements.
• Providing professional development and development plans for teaching staff.
• Leading staff performance and development (reviews).
• Teaching demonstration lessons.
• Developing and implementing assessment and reporting policies.
• Leading school welfare and discipline policies.
• Leading curriculum development in major learning areas.
• Discipline responsibilities beyond the classroom.
• Contributing to overall leadership and management of the school.
• Contributing to proposals for school council consideration.
• Developing and managing the school code of conduct.

Skills

Curriculum knowledge

School leadership

Data-informed teaching

Stakeholder communication

Education

Victorian teacher registration

Job description

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.

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.

Location Profile

Clyde Secondary College opened in January 2022. Our current enrolment is 1378 students and is expected to continue to grow. In 2026 we saw the inclusion of Year 11 students, with Year 12 commencing in 2027.

At the heart of Clyde Secondary College is a deep commitment to fostering a warm, inclusive, and respectful school culture for both students and staff. We are dedicated to creating a learning environment built on high expectations and individual care, where every student experiences a rich, diverse, and challenging curriculum while being genuinely valued in a safe, supportive, and nurturing setting.

Our school values reflect our vision of ¿Excelling together, valuing the individual¿ and are embodied in the acronym REACH, Respect, Excellence, Aspiration, Curiosity, and Honesty. These values are not only central to student learning but are the foundation of how our entire community of students, staff, and families interact and grow together.

The College Leadership Team places a strong and active focus on staff wellbeing, recognising that the strength of a school community lies in the health and happiness of its people. We prioritise creating a collegial and positive workplace, where every team member feels supported, respected, and heard. Our culture is built on collaboration, trust, and genuine care, ensuring staff feel empowered in their roles, connected to each other, and sustained through access to ongoing professional development, wellbeing initiatives, and open lines of communication.

We pride ourselves on being a friendly and welcoming school, where kindness and approachability underpin all interactions. Whether you're a student, parent, teacher, or member of the broader community, you'll experience a sense of belonging and mutual respect that defines life at Clyde Secondary College.

To complement academic learning, students are offered a broad range of co-curricular opportunities, including performing arts, sports, student leadership development, and community engagement programs. We encourage every student to participate in school life beyond the classroom, helping them grow as confident, capable, and connected citizens.

Our curriculum, aligned with the Victorian Curriculum, is both comprehensive and stimulating, including English, Mathematics, Science, Humanities, Languages, Physical Education, Technology, Art, Drama, and ICT. As the College grows, additional subjects such as Music, Food Studies, and advanced options in Literature, Advanced Mathematics, Physics, Chemistry, and Systems will become available. STEM will also be a cornerstone of learning from Year 7 onwards, helping students build essential skills for future success.

We also offer a Select Entry High Achiever Program, designed to extend and support high-performing students through enrichment and acceleration opportunities leading into VCE.

As a supported inclusion school, Clyde Secondary College has been purposefully designed to welcome and meet the needs of students with disabilities, offering enhanced learning spaces and inclusive facilities that promote dignity, engagement, and success for all learners.

Clyde Secondary College is more than a place of learning, it's a caring and vibrant community where everyone is supported to thrive.