Job Details
Job ID: 1480174
Location: East Doncaster Secondary Colle
Department: East Doncaster Secondary Colle
Role Type: Leading Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Ongoing
Classification: Leading Teacher Range 3
Apply By: 07/20/2025
Location Profile
East Doncaster Secondary College, situated in the eastern suburbs of Melbourne, is a large, co-educational school with a focus on high academic achievement, excellence in teaching and learning and student connectedness and wellbeing.
The College has an enrolment of approximately 2200 students and 223 teaching and education support staff.
As a College, we strive to develop passionate lifelong learners who are creative and critical thinkers with the confidence and resilience to thrive in the global community. We want students to experience a sense of achievement and growth in their academic, personal, social and emotional development. The College values of curiosity, excellence, fairness, respect, resilience, teamwork and care and compassion reflect these desired outcomes.
We have high expectations that our students will commit to being supportive of each other as they strive for success as learners. Our catch phrase for learning is Creating a Culture of Curiosity. We strive to ensure that there is a focus on learning improvement for every student. As a result, our student achievement data is excellent across a range of data sets and year levels.
Diversity adds to the richness and quality of the students educational experience at East Doncaster Secondary College. We are proudly multicultural across more than 50 nationalities, with a strong and established International Student Program.
The College offers an array of alternative pathway options to enable greater flexibility in our ability to cater for individual needs. Students have access to external VET provision and a high quality Vocational Major VCE pathway.
At East Doncaster Secondary College, we are committed to child safety. We strive to ensure that our students are safe, happy and empowered. Through a holistic approach to wellbeing, the College offer an extensive overlay program, Positive Futures, as a means of visibly addressing the social and emotional needs of our students in a multi-dimensional and integrated approach.
As a high performing school, East Doncaster Secondary College prides itself on the creation of a learning environment where student academic, sporting, music and achievements in the arts are recognised and celebrated. Underlying the focus on excellence is the recognition that such outcomes can best be achieved in an environment where students are happy, healthy and connected.
Copies of the School Strategic Plan, Annual Implementation Plan and School Policies can be accessed via the school website www.eastdonsc.vic.edu.au
For information regarding East Doncaster Secondary College Child Safety Policies and practices, including Code of Conduct please go to https://www.eastdonsc.vic.edu.au/our_school/child-safety-standards
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.
Role
Leading Teacher - Role Description: Student Learning Performance & Data Analysis
The Student Learning Performance & Data Analysis LT is an integral component of the Curriculum Leadership team and will work closely with the Curriculum Coordinator, the Instructional Coach ¿Professional Development and the Instructional Coach for Pedagogy. The Student Learning Performance & Data Analysis LT is accountable to the Assistant Principal responsible for Teaching and Learning and the Assistant Principal responsible for Staff Professional Development.
Leading Teacher: Professional Practice
Leading teachers are responsible for the implementation of one or more priorities contained in the school strategic plan. Typically, leading teachers coordinate a large number of staff to achieve improvements in teaching and learning so as to directly impact on student well-being, connectedness and achievement. By managing a PDP team, a leading teacher has a direct impact and influence on the achievement of the school goals and the professional development of teachers.
Leading teachers will be expected to model a strong commitment to personal leadership growth and contribute to policy development relating to teaching and learning in the school. Leading teachers will actively contribute to events in the Accountability Cycle by leading discussions, recording and providing information required for the School Council Annual Report, Annual Implementation Plan, Self-Evaluation, Review and Strategic Plan.
Student Learning Performance & Data Analysis LT will:
- Model outstanding classroom teaching practice and undertake leadership and management roles commensurate with their salary range.
- Be an advocate and driver of the East Doncaster Secondary College improvement strategies as outlined in College policy documents of practice in the Teaching and Learning, Staff Operations and Student Wellbeing Handbooks
- Lead a Professional Development Team
- Meet regularly with the Curriculum Leadership Team to plan Teacher Professional Development.
- Work closely with Complimentary Learning Support Co-ordinator and the Instructional Coach ¿ Pedagogy LT to develop and publish ILPS for identified students.
- Monitor and review learning performance with other members of the Curriculum Leadership team with emphasis on teaching practices that maximise student learning growth.
- Collate and disseminate a variety of data sets for staff use.
- Support staff members to effectively analyse student data to inform teaching and improve student outcomes.
- Facilitate communication to staff and students about effective teaching pedagogy and the College improvement foci.
- Work closely with Instructional Coach-Pedagogy LT and the Student Learning Performance Co-ordinator to develop and publish ILPS for identified students and identify students who require access to Intervention Programs.
Student Learning Performance & Data Analysis LT role:
Student Learning Performance & Data Analysis LT will have responsibility for the following activities:
- Meeting with the Leadership Team, Curriculum Leadership Team and Domain Leaders.
- Monitor, analyse and distribute student data to staff including: NAPLAN, on-demand, VCE, Learning Tasks, AusVels and Student Reporting Cycle data.
- Tracking student data to identify students performing above and below expected levels and assist teachers in using data for differentiation and to inform practices.
- Use data to identify students in need of support and intervention programs/strategies e.g. QuickSmart, GRIN and Corrective Reading programs
- Monitor and lead all learning data sources related to the College¿s ALPHA program, including management of the testing and the selection process.
- To maximise the provision of high quality professional development with a focus on analysing and using various forms of data.
- To assist in driving the College FISO initiative of Literacy across the Curriculum.
- Working with domain teams to develop and document curriculum which incorporated critical thinking and effective teaching strategies.
- To coach and support staff to trial and reflect upon identified effective strategies and processes in their classrooms.
- Supporting teachers to understand and use a variety of assessment to provide regular, accurate and meaningful monitoring of student progress.
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
We ask applicants to please consider including three current professional referees (including at least one principal) with contact email addresses as a part of their attached resume.
This position is a Leading Teacher psotionwith a three year tenure from 27/01/2026 to 26/01/2029.
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.