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• Director of Curriculum, Teaching and Learning and Professional Development
  
  

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Director of Curriculum, Teaching and Learning and Professional Development

Schools (Government)

Applications close Monday 19 May 2025 at 11.59PM

Overview

Work type: Full timeSalary: Salary not specifiedGrade: Leading Teacher Range 3Occupation: Education and TrainingLocation: Eastern MetropolitanReference: 1474772

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

Wellington Secondary College Duty Statement

The Leading Teacher, Director of Curriculum, Teaching and Learning, and Professional Learning will be responsible for leading and managing the development and implementation of the Year 7 to 12 curriculum, improving teaching practices based on evidence-based strategies, and fostering a culture of continuous professional learning. This role involves working collaboratively with the Principal Team, other Leading Teachers and all Learning Specialists, and teachers, to ensure that curriculum across all subjects and year levels is documented and delivered effectively to support teaching and learning, enhance student learning outcomes through evidence-based strategies, and inform decision-making at all levels.

This Leading Teacher will have a strong understanding of the Victorian Curriculum at Years 7 to 10, the VCE Study Designs, and the ability to lead, manage and mentor colleagues in these areas. This Leading Teacher will work directly with the Assistant Principal for Curriculum Programs and Professional Learning, and have a significant impact on shaping the school¿s curriculum, the teaching and learning model, and the culture of continuous professional learning.

Key Responsibilities

• Lead the development, documentation, implementation, and evaluation of the school¿s curriculum to ensure alignment with state standards (including the Victorian Curriculum 2.0 and VCE)
• Support teachers in adapting curriculum content to meet the diverse learning needs of students.
• Monitor the effectiveness of curriculum delivery and make recommendations for continuous improvement
• Ensure that the curriculum is inclusive and caters to students from diverse backgrounds and learning abilities
• Work with each curriculum area leader to develop and maintain an annual Year 7-10 curriculum map outlining the curriculum content for each semester
• Work with each curriculum area leader to ensure that curriculum documentation is aligned with completed curriculum maps and the Victorian Curriculum 2.0
• Lead the implementation of the Wellington Teaching and Learning Model across all curriculum areas
• Lead the implementation of the Victorian Teaching and Learning Model 2.0 across all curriculum areas
• Collaborate with Curriculum Area Leaders to ensure that literacy and numeracy strategies are embedded in all curriculum documentation.
• Lead, manage, support and mentor the ES Literacy Coach and the literacy coaches who will support students to achieve improved literacy outcomes in their subjects
• Lead, manage, support and mentor the ES Numeracy Coach and a team of numeracy coaches who will support students to achieve improved numeracy outcomes in their subjects
• Work collaboratively with the Director of Assessment, Reporting and Data to lead and deliver the Department¿s Middle Years Literacy and Numeracy Support (MYLNS) initiative and all assessments including NAPLAN and PAT
• Work collaboratively with the Library Support Officer to engage staff and students in the use of the library classroom and use of the library during class time
• Collaborate with school leadership to identify curriculum priorities that align with the school's strategic goals and student outcomes
• Work with Curriculum Area Leaders overseeing the implementation of the Early Commencement Program
• Lead the implementation of evidence-based teaching strategies that enhance student engagement, achievement, and wellbeing.
• Provide guidance and support to leaders and teachers in adopting innovative pedagogical practices.
• Monitor teaching quality through classroom observations, feedback sessions, and collaborative planning.
• Encourage and model reflective practice among teaching staff to continuously improve teaching standards.
• Use data-driven insights to guide decisions around teaching strategies and professional learning needs.
• Coordinate and lead professional learning opportunities for staff, ensuring alignment with school priorities
• Facilitate professional learning communities (PLCs) to promote collaborative practice and knowledge sharing.
• Work with the leadership team to develop and deliver professional learning that supports teachers in the integration of new teaching methodologies, curriculum innovations, and educational technologies.
• Work with learning specialists to support the induction and mentoring of new and early-career teachers, fostering a culture of continuous growth.
• Keep up to date with the latest research and trends in pedagogy, curriculum development, and educational leadership, and ensure this knowledge is disseminated to staff. (Victorian Curriculum 2.0, new Study Designs, the Victorian Teaching and Learning Model 2.0)
• Work closely with other members of the leadership team to align curriculum, pedagogy, and professional learning with the school's vision and priorities
• Foster a positive and collaborative professional culture across the school by encouraging teamwork and communication
• Collaborate with the Director of Assessment, Reporting and Data, and participate in school-wide data collection and analysis to track student progress and inform curriculum and pedagogical adjustments
• Lead and contribute to the development of the school¿s strategic direction in relation to teaching and learning
• Co-lead the Curriculum Team and facilitate Curriculum Team meetings
• Co-lead the Learning Specialists Team
• Membership of the Curriculum Executive
• Membership of the School Improvement Team
• Other duties as directed by the Principal
  
  

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.

Location Profile

Wellington Secondary College is a large and highly respected co-educational state secondary college located in the City of Monash, approximately 24 kilometres to the south east of the CBD of Melbourne. The College provides an extensive range of programs for secondary school aged students from Years 7-12 in the Mulgrave, Springvale, Noble Park, Dandenong North, Keysborough, Westall (and surrounding) communities.

Located in south east Melbourne, Wellington is surrounded by excellent infrastructure. Nearby is Waverley Gardens Shopping Centre with a medical centre, department stores, post office, banks, chemist and supermarkets and the main Clayton campus of Monash University with many other university campuses and TAFE colleges within fifteen kilometres of the College.

The College has maintained a strong student enrolment with just under 1650 students for 2025. The ethnic mix of its students reflects the multicultural nature of the surrounding area, one of the most diverse in Melbourne.

In addition to the local enrolment, the College has a strong International Student Program, accommodating 100 + students, largely from Vietnam, Cambodia and China.

The College employs approximately 160 staff with an effective full-time teaching staff of 125 and a large support staff of 35, including multicultural aides, a college First Aid Officer, full time welfare coordinators and careers counsellors.

Wellington Secondary College provides a safe and inclusive environment to meet the needs of all students. We are committed to the provisions of Ministerial Order 1359 (Child Safety).

The College prides itself on its commitment to literacy and numeracy across the whole school. Retention of students at Wellington Secondary College is very strong. Academic success is expected, and high standards of behaviour are required. Students usually remain enrolled for the duration of their secondary education, except where the family relocates.

Consequently, Wellington Secondary College enjoys a very positive reputation in the local community. We respect well established school traditions, with all students and their families being inducted into the culture of the school¿s motto, the Wellington Way ¿ Caring Striving Learning.

Originally opening in 1973, the well-maintained and recently redeveloped campus is set amongst landscaped gardens and extensive courtyards.

In 2019, we opened the E.H Blaikie Vanellus Centre, a beautiful two-story Administration, Technology and Library Hub, along with eight 21st century collaboration and learning spaces.

In 2022 the final re-development stage of the campus was completed with a new Senior School Precinct, a Technology area and a Wellbeing Centre.

The campus also features a Performing Arts complex with 288 seat Theatre, well equipped and modern specialist rooms for Visual Arts, Technology and Science, two multi-purpose Gymnasiums, a Wellbeing Centre, an International Centre and separate Junior, Middle and Senior School Centres.

In 2022 the College successfully completed a Department of Education and Training Review. This has guided the preparation and writing of our four-year Strategic Plan (2023 - 2026).

Applications close Monday 19 May 2025 at 11.59PM

Posted 06 May 2025

Action

Contact

Mr Brendan Dwyer

9547 6822

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