Leading Teacher: Curriculum and Assessment Leader

Government schools

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Applications close Sunday 17 August 2025 at 11.59pm

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Western suburbs

Reference: 1485769

Location Profile

Taylors Lakes Secondary College commenced classes in 1992. The 2026 enrolment is expected to be at approximately 1300 students across years 7-12. The College is single campus and is situated on approximately 8 hectares, adjacent to Taylors Lakes Primary School and the Taylors Lakes Recreation Club. The school is located approximately 22 km north-west of Melbourne G.P.O. The College is part of a multi-cultural community. There is a small percentage of students born overseas, however many parents of students were born in countries where English is not the main language.

During 2025, we completed our School Review. Our Strategic Plan for the period 2026 -2029 has been developed, and the major strategic directions continue to focus on student achievement, student engagement and connectedness and student health and wellbeing. Curriculum and assessment development, together with effective instruction and feedback is a crucial element to further drive improvement and the College has begun implementing a whole school model to support these strategies including a major focus on differentiation and student voice and agency and a culture embedded with academic rigour and growth, effort and high expectations. Our TLSC Learner Model highlights our commitment to developing life-long learners, incorporating the e5 Model, wellbeing and also the essential skills of character, communication, citizenship, collaboration, creativity and critical thinking. We value learning and growth for all students and staff.

In 2024 we commenced a greater focus on three pillars of Reading and English, Numeracy and Maths and VCE Improvement. With a focus on precision the leadership team is supporting all staff to improve their classroom instruction in these three areas. This has led to significant growth in student outcomes in all three areas. The College has a number of curriculum-based programs to support students and enhance engagement in their learning. The College Learning Enhancement and Advancement Program (LEAP) is now operating in its tenth year. There is a strong instrumental music and dance program that utilises the Performing Arts facility as well a strong Football Academy incorporating both AFL and Soccer.

We continue to place continued emphasis on student connectedness to school, particularly looking at attendance, development of student management procedures and the provision of a broad range of student wellbeing and pathways options for students. Digital (BYOD) learning is embedded across the college using netbook computers, accompanied by an expectation of teachers that they will use ICT to enhance teaching and student learning. Our leadership profile is designed to support the accountability framework associated with the Strategic Plan. Accountabilities of Leading Teachers and Learning Specialists within their roles align closely to key improvement foci within the Strategic Plan and Annual Improvement Plans.

The College is committed to a common documented curriculum, based on teachers planning and evaluating together. There is a history of curriculum innovation and a strong culture of promoting and expecting professional learning to enhance student-learning outcomes. Professional Learning Teams support the building of staff capacity. Teacher coaches work alongside other teachers.

Our assessment and reporting policy is consistent across all learning areas. A continuous reporting model is utilised whereby parents receive progress reports every 6 weeks across the semester as well as an end of semester report. In addition to assessing students against the Victorian Curriculum standards, graded assessment tasks are set in all subjects. A Learning Support Program has targeted students experiencing literacy and numeracy deficits. This operates at both an individual and group level, depending on the work to be done. There is a strongly supported Inclusive Program for students with disabilities and access to psychologists, social workers from the department and allied health staff from other agencies.

The co-curricular program is strong across the College with many camps (subject and level based) operating at different levels. Interschool sport is both diverse and comprehensive. An extensive student leadership program operates at all levels along with a school production and a large lunchtime activities program. Applied learning programs have commenced and will be a continued focus over the next few years. Afterschool homework clubs (VCE and Junior) attract high participation. The College has exchange programs with sister schools in Japan and Italy which sees wide school community involvement.

Teachers are central to the provision of a high-quality education. Good quality teaching programs are supported by the provision of quality education support staff. The school recognises it has a responsibility to induct, support, motivate and resource staff at a high level. It maintains a very strong commitment to the professional development of all staff, as evidenced by the financial commitment within the budget as well as support and encouragement given to staff to undertake professional learning. Staff who teach at Taylors Lakes Secondary College are required to participate in the performance development process as set by the department. This involves a commitment to further develop teaching strategies with a view to continued improvement in student learning outcomes. All staff are expected to be computer literate and to enhance learning technology in their teaching or other duties. Teachers are expected to support the BYOD learning program in their teaching, use their notebook within their classrooms both onsite and online and commitment to ongoing professional learning. All staff will be expected to use the school nominated fully integrated electronic communication and management package (Compass).

The College has been in a position over the last 10 years to complete a range of building projects, including upgrades to the administration area, staff facilities, and computer service centre. Our Performing Arts area has been expanded with additional instrumental music teaching and facilities as well as a major upgrade to our food technology and library areas. Our school grounds continue to be developed with landscaping, student seating and shade areas as well as an upgrade to all student toilets and change rooms. In 2023, the college had an upgrade to its sporting facilities, including the gymnasium, hardcourts, futsal courts, oval and surrounding areas.

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

Key Responsibilities of the Role

• lead the consistent implementation of DE's Victorian Teaching and Learning Model (VTLM 2.0) through the College Instructional Practice Model (e5), school policies and agreed processes for documenting a guaranteed and viable curriculum (GVC), related unit plans and assessment schedules for each learning area at each year level
• develop a whole school Victorian Curriculum 2.0 scope and sequence evident in assessment developmental rubrics to guide teacher capacity to identify and target the point of need for each student
• support the VCAA VCE Audit process
• lead the College Curriculum Team
• lead the implementation and evaluation of the college Assessment and Reporting Policy consistent with DE and VCAA guidelines
• lead the college Professional Learning Teams process
• compile and provide relevant data sets to leaders to support the PLT process
• manage curriculum change proposals (including new subjects) through to preparation of recommendations for College Council
• support the college exam process by ensuring that exams meet school expectations
• manage the updating, production and dissemination of curriculum, assessment and reporting documents including assessment schedules to the College community each semester
• manage the process of completing booklist requirements
• ensure that reporting processes are completed in a timely manner through liaising with Learning Area Leaders, Student Reports Leader and Principal Class
• build capacity of leaders to analyse student achievement data (eg. PAT, VCE, NAPLAN, Summative Learning Tasks, Teacher Judgement) across Years 7-12 on a semester basis to identify trends to support key work
• collate student achievement data to support events such as College Presentation Night and VCE Graduation
• develop, implement and document the student learning component as part of the induction program for all new staff
• participate in the Leadership Team, Curriculum Team, Curriculum and Instruction Team (CIT) and Course Counselling Team meetings as required and to work with Principal Class members.

Time Allowance: 6 periods per week

Responsibilities

All Leading Teachers at Taylors Lakes Secondary College are instructional leaders responsible for the professional growth of all staff and for the growth and achievement of all students. They are highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. They work with staff both in and out of the classroom to build their capacity to consistently apply the College Curriculum, Instruction and Assessment and Wellbeing models. Our Leading Teachers set high expectations for themselves as they do for all staff and students at the College and are committed to their own ongoing professional growth. The College is committed to investing in the professional growth of all members of the College Leadership team to ensure they have the skills necessary for the vital role they play in building the leadership capacity of other staff.

The role statement below outlines the generic leadership responsibilities associated with all leadership positions as well as the key focus areas and accountabilities.

General Leadership Responsibilities:

• create a vision in consultation with parents, community and the staff for sustainable improvement aligned to the TLSC Learner Model, the values of the school, and agreed priorities for achieving it
• develop and lead the implementation of key improvement strategies within the College Strategic Plan and Annual Implementation Plans using relevant data and school, network and system priorities
• model the DE Values and the 6Cs (Character, Communication, Collaboration, Citizenship, Critical Thinking and Creativity) in your work with staff, students and parents
• lead the development of a culture of high expectations of student learning outcomes by responding proactively to student learning and wellbeing data
• raise expectations of the school and everyone who works in it (leaders, teachers, educational support staff and students), consistent with the belief that all students can learn
• distribute and strengthen leadership throughout the school and foster the leadership capacity of others
• support, resource and participate in collaborative planning and professional learning to grow teacher capacity and spread good practice through the school and promote and support mutual classroom observation and feedback to contribute to individual and collective improvement
• promote and support the use of data and an evidence-informed approach to teaching and learning, including differentiation to meet all learning needs in classrooms across the school
• contribute to the implementation of a whole-school approach to promoting a performance and development culture that supports quality teaching with the aim of improved student learning outcomes
• develop an overarching climate of two-way communication, participation, involvement and trust, and are open to feedback from others
• have the self-awareness to recognise, reflect and actively improve on their own role in ensuring and maintaining a well-run school
• have courageous conversations when needed to ensure that goals and targets are achieved. At times this will include holding people to account and both celebrating successes and learning from mistakes.
• encouraging an atmosphere of collegiate support and ensure that positive recognition is made of staff achievement in appropriate forums and publications
• communicate regularly with the Leadership Team, school community and College Council through newsletters, electronically and other means on initiatives, events and achievement within the area of responsibility
• use and monitor usage of the electronic learning and management system adopted by the school for recording and retrieval of information relevant to the position
• ensure the implementation and monitoring of Occupational Health and Safety issues in the school and particularly in the area of responsibility, including ensuring that any new staff to the program undergo an appropriate induction program.

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

Please ensure that your application includes:

• A resume including relevant experience as well as personal details (name, email address and contact numbers: mobile/business/home)
• A section addressing the selection criteria (no more than 8 A4 pages)
• Names and contact information (phone and email address) of three referees who are able to attest to the claims made in your application

Please note that the selection panel may seek additional referees beyond those you name. Consistent with our college policy, should we do this we shall advise you that we have done so.

Prospective candidates can book in for a College Tour which will be held on Friday, 8 August 2025 and Monday 11 August 2025 at 4:00pm. Please contact Jackie Scodella to book in at Jackie.Scodella@education.vic.gov.au

Jackie will also be able to send you a draft of the new College Strategic Plan as well as information on the Learner Model and Assessment and Feedback Model.

For any further enquiries regarding this position, prospective applicants may also contact Jackie Scodella at the email address above or the College Principal, Danny Dedes, on 9390 3130 or at Danny.Dedes@education.vic.gov.au

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.

Apply now

#### Applications close Sunday 17 August 2025 at 11.59pm

Posted 4 August 2025