Leading Teacher - Teaching & Learning Senior Secondary

Government schools; Australia; On-site; AUD 100,000 - 140,000; Full time

Job summary

Nelson Park School in Geelong, Victoria, is seeking a Leading Teacher to drive high quality teaching across our two campuses. The role focuses on curriculum leadership, data-informed improvement, and supporting staff to deliver engaging learning for students aged 5–18 with diverse needs.

The Leading Teacher will model professional practice, coordinate professional learning, and lead strategic initiatives to enhance student outcomes, wellbeing and engagement within a collaborative school culture.

Qualifications

• Expert knowledge of the Victorian curriculum
• Ability to lead school-wide teaching priorities and literacy/numeracy improvement
• Ability to monitor and improve student learning growth using data
• Strong interpersonal and leadership skills for collaboration with students, colleagues, parents and community
• Experience in planning, implementing and reviewing senior secondary curriculum (VPC/ASDAN) and individualised learning programs
• Capacity to model and support professional learning across the school

Responsibilities

• Lead and manage whole-school improvement initiatives aligned with the school strategic plan
• Lead curriculum planning and delivery across year levels and learning areas
• Coordinate professional development and develop staff development plans
• Oversee staff performance management and coaching
• Deliver demonstration lessons and contribute to student assessment practices
• Develop and implement assessment, reporting and school policy practices
• Drive school culture and community engagement through collaborative leadership

Job description

Location Profile

Nelson Park School Nelson Park School is a specialist government school located in Bell Park and Corio, Geelong , providing education for students aged 5-18 years (Foundation to Year 12) with a diagnosed mild intellectual disability . Established in 1967, Nelson Park has a current enrolment of approximately 360 students drawn from across the Geelong region. The school operates across two campuses , with the main campus located in Bell Park and a senior campus located in Corio which supports the transition of students into senior secondary pathways. Nelson Park School employs approximately 150 staff , including Principal Class Officers, Leading Teachers, classroom and specialist teachers, wellbeing staff, therapists, education support staff and administration staff. Staff work collaboratively to support student learning, wellbeing and independence through a multidisciplinary approach. The school's vision of developing Life-long Learners reflects a commitment to building the independence, confidence and capability of every student. Nelson Park focuses on supporting students to develop their academic, social, emotional and life skills , preparing them for meaningful participation in their communities. Teaching and learning programs are aligned with the Victorian Curriculum and are differentiated to meet the diverse learning needs of students. The school has developed a Guaranteed and Viable Curriculum and utilises a Whole School Instructional Models to support structured and explicit teaching. Staff collaborate in Professional Learning Communities (PLCs) to plan curriculum, assess student progress and continuously improve teaching practice. Student wellbeing is a central priority at Nelson Park. The school implements School Wide Positive Behaviour Supports (SWPBS) and Berry Street Education Model trauma-informed practices to create a safe, supportive and inclusive learning environment for all students. Students are supported through Individual Learning Plans developed in partnership with families during Student Support Group meetings, ensuring personalised learning goals and strong home¿school collaboration. Nelson Park offers a broad range of specialist programs, including Visual Arts, Performing Arts, Food Technology, STEM, Health and Physical Education, Outdoor Education and Library. These programs support student engagement and the development of practical life skills. At the senior campus, students participate in a range of community and vocational learning opportunities, including work experience, community engagement programs and industry exposure . Students undertake the Victorian Pathways Certificate (VPC) or ASDAN, an applied learning program that supports the development of employability, independence and post-school pathways. Nelson Park works in partnership with Northern Bay College to access the Geelong Industry Trade Training Centre, where senior students participate in vocational programs such as Hospitality, Automotive and Building and Construction , as well as School Based Traineeships. Nelson Park School values learning and effort, cooperation, respect and community , and works closely with families, community organisations and industry partners to provide meaningful learning opportunities for students. Nelson Park School is committed to the safety and wellbeing of all children and young people. The school has zero tolerance for child abuse and is committed to providing a child safe, inclusive and culturally safe environment for all students.

Selection Criteria

1. 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.
2. SC2 Demonstrated ability to lead and plan and implement 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.
3. 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.
4. 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.
5. 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.
6. SC6 Demonstrated expertise in leading the planning, implementation and review of senior secondary curriculum, including the Victorian Pathways Certificate (VPC), ASDAN and individualised learning programs that respond to students¿ diverse learning needs, abilities and aspirations.

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 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 (see Workplace 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 [email protected]

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

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

• The person must have provisional or full registration approved by the Victorian Institute of Teaching;
• 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 at Recruitment in Schools.