Leading Teacher Range 3 - Transition and Pathways Leader

Government schools

Applications close Thursday 1 October 2026 at 11.59pm

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Loddon Mallee - Greater Bendigo

Reference: 1542164

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.

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 marrung@education.vic.gov.au.

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.

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

Leading Teachers at Weeroona College Bendigo are highly skilled classroom practitioners who undertake leadership and management roles. They improve the skill, knowledge and performance of the teaching workforce and contribute directly to the achievement of the College's strategic goals and priorities. Their work aligns with the Department of Education's Victorian Teaching and Learning Model 2.0 (VTLM 2.0) and the College's strategic direction.

Leading Teachers lead and manage an area or function within the College, with a high degree of independence. They support colleagues through modelling, collaboration and coaching, contributing to professional knowledge, practice and engagement. Leading Teachers are responsible for implementing strategic priorities and contribute to the development and evaluation of teaching and learning programs and related policy.

As members of the School Improvement Team, Leading Teachers maintain a whole-school focus, demonstrate professional leadership, maintain confidentiality and professionalism whilst contributing to college activities. They balance leadership responsibilities with a teaching load and maintain excellence in classroom practice.

Major Accountabilities of the role

1. To provide instructional leadership in exemplary teaching skills

1. Model exemplary teaching through demonstration lessons and shared planning.
2. Coach teachers to strengthen teaching and learning strategies that support VTLM 2.0.
3. Conduct classroom observations and provide evidence-based feedback.
4. Support teachers to plan for students requiring intervention, reasonable adjustments and extension.
5. Promote high expectations, academic rigour and active student participation in classrooms.
6. Lead professional learning responsive to the needs of teachers and students.
7. Work with Learning Community Leaders to respond to student attendance, engagement and task-completion concerns.

2. To provide leadership in transitions of students into and out of the College.

1. Lead the strategic planning, implementation and evaluation of transition programs and initiatives across Years 7–10.
2. Develop and oversee effective transition processes for students entering and progressing through the 7–10 College.
3. Coordinate transition from primary to secondary school, ensuring students are well prepared academically, socially and emotionally.
4. Support key transition points between year levels, including pathways and preparation for senior secondary schooling.
5. Work collaboratively with Learning Community Leaders, teaching staff, wellbeing teams, families and external stakeholders to support successful student transitions.
6. Identify students requiring additional transition support and coordinate appropriate interventions and targeted programs collaboratively with the Disability and Inclusion leader.
7. Monitor student engagement, attendance, wellbeing and academic progress to identify transition risks and opportunities for early intervention.
8. Develop and maintain systems, processes and documentation to ensure consistent and effective transition practices across the College.
9. Facilitate communication and information sharing between staff, students, families and relevant partner schools.
10. Lead transition activities, information sessions, orientation programs and student/family engagement initiatives.
11. Use student data and feedback to evaluate the effectiveness of transition programs and inform continuous improvement.
12. Promote inclusive transition practices that respond to diverse student learning, wellbeing and support needs.
13. Contribute to whole-school strategic planning and improvement initiatives relating to student engagement, wellbeing and pathways.
14. Build positive relationships and partnerships with feeder primary schools, community organisations and relevant educational providers.
15. Provide leadership and advice to staff regarding effective transition practices and strategies.
16. Ensure transition processes align with College policies, strategic priorities and relevant Department of Education requirements.
17. Be an active member in the BEP transition CoP.

3. To provide leadership to the College in Student Engagement by ensuring that we provide every young person with careers advice.

1. Lead and support the Careers Leader, Learning Community Leaders and Learning Advisors to ensure that all students are provided with support to develop and maintain an individual Career Action Plan
2. Lead and support the Careers Leader, Learning Community Leaders and Learning Advisors to implement a year 7 to 10 Career Education Plan in line with the Victorian Careers Curriculum Framework.
3. Ensure support for students at risk of leaving school early.
4. Facilitate and coordinate transitions out of schooling to workplaces, other educational facilities.

Other

1. Provide leadership and involvement in a broad range of College activities during school as well as out of hours.
2. Provide leadership to the staff performance and development policies and procedures.
3. Participate in whole school policy development and decision-making through membership of the school improvement team.
4. Maintain current knowledge of Child Safe Standards and all relevant child safety obligations.
5. Work to achieve the goals, targets and Key Improvement Strategies of the WCB School Strategic Plan and associated Annual Implementation Plans.
6. Undertake other duties and responsibilities as determined 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

Qualification Requirements

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• 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'; and
• 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.

Location Profile

Weeroona College Bendigo (WCB) is a community of Kind, Safe, Learners, located on the northern side of Bendigo with a population of 780 year seven to year ten students and a small cohort of Year 11 and 12 students completing Vocational Pathways Certificate (VPC). Our second campus (BFLO- Bendigo Flexible learning Options) is an alternative setting and is a collaborative partnership between the five Bendigo Secondary Colleges and Kalianna Specialist School that aims to reengage learners from year seven through twelve. The current enrolment at BFLO is 55 students.

We have very strong educational partnerships with our associate primary schools in the White Hills cluster, the other three Bendigo year seven to ten colleges and Bendigo Senior Secondary College where our students transition for years eleven and twelve.

Our modern learning spaces provide for a wide range of flexible teaching and learning activities including independent study, peer tutoring, small and large group work, project-based learning, lecture-based learning, seminar style learning, research, performances, and presentations by students and learning by building, doing and creating.

WCB has a firm commitment to maximising the educational opportunities for each one of our students and we place a high emphasis on all students achieving personal excellence. Each student has a Ready to Learn plan where teachers and parents can track progress with their students to ensure that individual learning needs are met. Literacy and Numeracy are a high priority at Weeroona College Bendigo where we work to ensure that our teaching supports all students across the curriculum. We are a community of readers and encourage reading opportunities at school and at home and we have a differentiated learning model for teaching Mathematics that supports individual learners. All teachers at WCB explicitly teach literacy skills in each of their classes, with a focus on vocabulary and we are supported to do this by our brilliantly resourced Global Learning Centre (library).

Our college has made the development of a high-quality curriculum that caters for the needs of all students a major priority over the past few years. A balanced core curriculum is offered for year seven and eight students and year nine and ten students undertake a mixture of core and elective studies. Our year 10 students have access to VCE courses and our year 9/10's to VET programs.

WCB has a strong culture of extracurricular programs. We have a proud tradition in the Performing and Visual Arts including a well-supported instrumental music program, bands and arts spectaculars and College productions. The College also has very high standard sporting programs, where our students compete as the Weeroona Warriors. We are proud of our students who perform exceptionally well in a broad range of interschool sports activities. Another highlight of our college program is our participation in the Energy Breakthrough competitions. The College has an outstanding record of success over many years and the students, staff and families involved have benefitted enormously from this program.

We have developed a culture of high expectations for all our students and have embedded a Positive Behaviour framework based on our school values: Kind, Safe, Learners. To support this, we have also developed a learning support plan that clearly articulates a consistent set of expectations by all staff using a restorative and trauma informed approach.

Applications close Thursday 1 October 2026 at 11.59pm

Posted 7 September 2026

Contact us

Jason Bysouth

03 5443 2133