Role
s and Responsibilities expected of Leading Teachers
All Leading Teachers will be exemplary classroom teachers as well as having a demonstrated capability to shape pedagogy and focus on achievement.
All Leading Teachers share the responsibility for providing a child safe environment in accordance with the child safe standards. They will lead and manage a significant area or function within the school – in this case a year level cohort of students - 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 and have a direct impact and influence on the achievement of the school goals. They will analyse whole school data and be involved in the development and implementation of improvement initiatives arising from that analysis. Leading teachers are involved in the implementation of one or more priorities contained in the school strategic plan and the development, implementation and evaluation of the school Annual Improvement Plan. All Leading Teachers will carry out any other responsibilities as directed by the Principal.
The Leading Teacher will work with relevant key stakeholders and report to the College Principal through their involvement in some of the following teams:
1. College Leadership Team (all Principal Class plus Leading Teachers)
2. Campus Leadership Teams
3. Student Leadership Teams
4. Curriculum Teams
5. Their designated Improvement Team
Specific Responsibilities for the Leading Teacher: Teaching Team Leader
The Teaching Team Leaders (TTL) are responsible for leading their Teaching Team in:
6. the implementation of the Teaching and Learning program for their year level.
7. the implementation of teaching practices that continually improve student outcomes.
8. continually developing a positive culture of learning that enhances the social and emotional learning capacity of the students in their year level and that recognizes and addresses the wellbeing needs of all students.
Responsibilities
Specific duties include:
Teaching and Learning
9. Demonstrate outstanding classroom teaching skills and supporting teachers in their Team to continually improve teaching and learning.
10. Ensuring that teaching practices in their year level align with the Keysborough Learning Framework.
11. Provide leadership and support to enable all teachers to use informed data from a range of sources to improve student outcomes in their classes.
12. Lead the development, implementation, and review of programs to maximize student engagement in their learning.
13. Promote the use of peer observation to drive improvement.
Curriculum
14. Provide a leadership role across the College to oversee the development, implementation, and evaluation of the college’s curriculum in accordance with the Victorian Curriculum and Assessment Authorities Foundation to 10 and Senior Secondary (Years 11 and 12) curricula.
Positive Culture for Learning
15. Conduct regular assemblies for students to recognize and celebrate student achievements.
16. Provide opportunities for student leadership development and student voice.
17. Complete induction of new students once enrolled by Campus Principal or Assistant Principals.
18. Identify students who are ‘At Risk’ either socially or academically and liaise with the Wellbeing Team to provide and monitor support mechanisms to assist their progress.
19. Ensure students are fully aware of, understand the reasons for and abide by the student code of conduct and Student Engagement Policy.
20. Support the Teaching Team Manager to implement the school's uniform, attendance, and student code of conduct in conjunction with teachers.
21. Take a leadership role at official school functions including those held after normal school hours, especially when students from the sub-school are involved.
Assessment and Reporting
22. Coordinate the checking and collation of the sub-school's assessment and reports; the organisation and maintenance of accurate students' record files; the nomination for and distribution of awards; and student promotion issues.
23. Maintain appropriate contact with parents about each student's progress, behaviour and attendance.
Performance and Development
24. Oversee the Performance and Development process for identified teachers from their Teaching Team
25. Act as a peer coach/mentor to other teachers.
Organisational
26. In consultation with the Campus AP and timetabler, organise classes and prepare class lists.
27. Organise extra-curricular activities for the Year Level. Camps, excursions, incursions.
28. Be involved in the organisation of appropriate parent/teacher interviews and information evenings.
29. Prepare and disseminate information via course and information booklets, newsletter, and circulars to parents.
30. Liaise as necessary with specialist staff within and from outside the school Principals, SWC/Guidance Officers, Careers Coordinator, VET trainers (RTO) and external Group Training.
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
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 ).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 801 or email on:
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:
DE Values
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’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 DE values is available at:
Other Information
31. All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
32. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
33. A probationary period may apply during the first year of employment and induction and support programs provided.
34. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Please ensure that your application includes:
35. A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
36. A section addressing the selection criteria and the requirements for application under the Who May Apply section
37. Names and contact numbers (telephone and email if possible) of two 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 policy, we shall advise you if we will take this action.
Conditions of Employment
38. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
39. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
40. A probationary period may apply during the first year of employment and induction and support programs provided.
41. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
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
Keysborough College is a multi-campus school with one campus in Keysborough (Acacia Campus) and one in Springvale South (Banksia Campus). Both campuses offer programs for students in years 7-12 with an organisational structure arranged around Junior and Senior sub-schools.
Enrolments in the College stand at around 2100 and are growing. The College provides a broad range of VCE, VCE-VM and VET subjects for our students across the two campuses. The College also has a significant International Students Program with its own ELC.
Student achievement and engagement is generally above Like School groups and retention is high. Our student population is culturally and linguistically diverse and characterised by families of high SFOE as a result of which the college attracts significant Equity Funding. General Satisfaction with the College, as measured by the Parent Opinion Survey, is consistently high and in 2022 was 84%.
At Keysborough College we promote teaching and learning that is collaborative, technology rich, reflective, purposeful and personalised that prepares students for our rapidly changing world. Our pedagogical model - the Keysborough Learning Framework - is based on Dr Jane Pollock’s GANAG lesson planning schema. We have a strong emphasis on teaching teams, whether those teams be across subjects within a year level (Years 7-9) or within a subject across year levels (Years 10 -12).
Our values of Respect, Excellence and Diversity are strongly promoted across the college and our College Vision states: Keysborough College is committed to excellence by raising the achievements of all of our students. The school community will provide an environment that enables them to achieve their personal best in each of their intellectual, creative, sporting and social pursuits. Through their voice and leadership, our students will be encouraged to make a difference by being active participants in their community. They will have the ability to succeed independently in life and empowered to achieve their ambitions.
The College has undergone an extensive renewal program with the construction of two Junior Village neighbourhoods, a Senior Village neighbourhood, and a purpose-built STEM Centre on each Campus. Construction or refurbishment of a Food Technology, The Arts and Technology Centre on each campus has also been completed. The final stage of major construction will be completed in 2023 with the building of a new Administration Centre on the Banksia Campus and the refurbishment of the Music area at the Acacia Campus.