Job Details
Job ID: 1482295
Location: Greenvale Secondary College
Department: Greenvale Secondary College
Role Type: Leading Teacher
Subjects/Duties: View Subject/Duties
Full/Part Time: Full-Time
Ongoing/Fixed Term: Ongoing
Classification: Leading Teacher Range 3
Apply By: 07/19/2025
Location Profile
The community of Greenvale has long-awaited its own a secondary school and is eager for it to be a success story: the secondary school of choice for local families and a school of which all in the community can be proud. The future of education for Greenvale is now here and students will be prepared for, and encouraged to dream, believe, and achieve.
Staff who work in our school will be welcomed into a high supportive staff culture that also has high expectations for ourselves. This is balanced with remote and flexible working opportunities and professional learning for all staff.
Our school opened in 2022 with brand new facilities and is growing steadily. In 2025, the College has Year 7 - 10 student cohorts. We will add a year level every year following. In 2025, the College adds the Year 11 cohort and our senior secondary options to ensure all students have excellent opportunities and outcomes after their schooling.
At Greenvale Secondary College, we have a thoroughly documented curriculum that focuses on the use of developmental rubrics and promoting learning growth for all students. This approach is paired with our Instructional Model and Positive Learning Framework that ensures we focus on supporting individual students wherever they are at in their learning and social development, to ensure our students can feel successful and challenged to be their best.
Our school vision, mission and values were developed in partnership with the community and are:
Vision:
We stay at the forefront of education to encourage the development of the whole student, providing them with the knowledge, skills and confidence to succeed and become lifelong learners who are generous, active and informed citizens.
Mission:
We are on a mission to provide the best education we can for our students by partnering with our community and fostering the natural care and passion our staff have to make a difference.
Values:
Excellence: We relentlessly pursue excellence and achieve our best
Leadership: We support and influence others to achieve more than they thought possible
Respect: We respect others for who they are and value their opinions
Teamwork: We work together to achieve our goals through trust and mutual support
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
Heads of Year are responsible for leading the learning and wellbeing of an individual year level in the College.
Oversight of the Year Level
- Provide leadership and day to day management of the Year Level.
- Lead staff to maximise the learning opportunities and wellbeing of the students within the Year Level.
- Lead staff to maximise the wellbeing of students, including managing the first phase of Disability Inclusion Profile documentation for students within the year leave.
Strategic Leadership
- To support, provide training and advice to staff to develop confidence and competence in the use of the Student Engagement and Wellbeing Policy and the College Behaviour Management Handbook.
- To support and model best practice teaching and learning.
- To assist other Heads of Learning to develop, monitor and evaluate effective teaching.
- Identify and develop the implementation of strategic goals as they relate to the Year Level.
- In partnership with the Heads of Learning, lead the academic performance of the Year Level.
- Develop and maintain an excitement and passion for learning through the establishment of creative programs, involvement in College wide events, specific co-curricular clubs and tapping into the interests of students.
- Provide support and direction to staff and make recommendations to the Principal in the annual Performance & Development process.
Day to Day Operations
- Oversee day to day aspects of the Year Level.
- Implement Policies and appropriate intervention regarding student behaviour, attendance and academic achievement.
- Liaise directly with parents.
- Organise and attend school events relevant to the Year Level such as assemblies, presentations, activities, and camps.
Staff Leadership and Management
- Guide, monitor and evaluate staff performance within the Sub School team.
- Facilitate a positive and dynamic working environment within the Sub School Team, ensuring open communication, transparent and effective decision making and collaborative work practices.
Transition
- With the relevant Assistant Principal, design and implement transition strategies or programs relevant to the Year Level.
Team Development
- To collaborate with other Heads of Learning to meet the pedagogical and learning needs of the school community.
- In conjunction with other Heads of Learning, build capacity of teachers in every classroom.
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
- This Leading Teacher role is tenured until January 2028 and will be reviewed accordingly in alignment with the school strategic plan.
- Shortlisted applicants will be asked to complete a Facet 5 Personality Profile Survey for use by the Selection Panel.
- As a college we prioritise developing the skills of our staff and students with observation measurement goal setting and improvement for all. We run a targeted coaching program and offer leadership development pipeline for staff aspiring to school leadership and positions of responsibility.
- We offer flexible working arrangements to all staff including a working from home option.
- Applications (single document) should include your cover letter, CV, response to the Key Selection Criteria and a list of 3 relevant referees.
- Applications should be saved as a PDF.
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
Program Benefits
No job description available
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.