Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference:
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
Role Overview
The Vocational Major Leader is responsible for the leadership, coordination, and continuous improvement of the Victorian Certificate of Applied Learning (Vocational Major) program at Somerville Secondary College. This includes overseeing curriculum planning, some student management support, assessment, reporting, and program compliance. The role also involves promoting student engagement and future readiness through strong partnerships with staff, students, parents, and external agencies.
2. Key Responsibilities
2.1 Program Leadership
* Lead the development of a cohesive team of staff, implementation, and evaluation of an engaging Vocational Major (VM) program.
* Ensure alignment of the VM curriculum with VCAA requirements and student needs.
* Oversee the curriculum implementation across the VM team as a KLA leader.
* Develop and maintain Individual Learning Plans for students where required.
* Coordinate the selection process for student entry into the VM program.
2.2 Curriculum and Assessment
* Collaborate with VM teachers to create and refine integrated learning materials, projects, and unit plans.
* Ensure high-quality assessment practices aligned with VM learning outcomes.
* Monitor progressive assessment and reporting in line with school and VCAA expectations.
* Oversee the completion of unit outcomes and end-of-year requirements for VM students.
2.3 Student Support and Case Management
* Take a role in supporting student wellbeing and engagement through case management and transition planning.
* Conduct enrolment suitability interviews and liaise with staff to ensure students are suited to the program.
* Work closely with Sub-School Leaders, the Wellbeing Team, and Careers Advisor to support students at risk.
* Provide or coordinate referrals for additional student support services as needed.
* Maintain strong communication with students and families throughout their time in the program.
2.4 Partnerships and Collaboration
* Liaise with the Careers Advisor, Sub-School Leaders, and VET/Structured Workplace Learning (SWL) Coordinators.
* Foster collaboration across staff to embed VM into the broader school curriculum and community.
* Attend and contribute to Teaching and Learning, Sub-School, and SDT meetings.
* Strengthen external relationships with employers, training providers, and industry networks.
2.5 Compliance and Administration
* Ensure all administrative aspects of the VM program are managed efficiently, including enrolment, assessment, VASS data, and monitoring of student progress.
* Attend VCAA Quality Assurance sessions and oversee internal quality processes.
* Maintain records in line with DET and VCAA requirements.
* Provide timely advice to VET and VASS Coordinators regarding student enrolments and assessment data.
* Develop and manage the VM budget and ensure accurate financial documentation.
3. Communication and Promotion
* Promote the VM program across the college community, including presentations at information evenings and subject selection events.
* Provide updates and materials for the college newsletter and magazine.
* Inform staff, students, and families about opportunities within the VM program and pathways beyond school.
* Document and share case studies and examples of good practice to support whole-school awareness.
4. Professional Development
* Attend relevant professional learning and local network meetings to stay updated on current VM practices.
* Support the professional growth of VM teachers and contribute to team development.
5. Strategic Contribution
* Contribute to the implementation of the College¿s Strategic Plan, including relevant initiatives focused on student pathways, engagement, and outcomes.
* Support ongoing improvement through the Annual Implementation Plan and Self-Evaluation processes.
6. Other Duties
* Perform other duties related to the VM program as directed by the principal.
Team Membership
* Strategic Direction Team (SDT)
* Teaching and Learning Team
* Sub-School Team
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
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 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:
Other Information
* 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
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
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
Somerville Secondary College is situated in the heart of the Mornington Peninsula in the township of Somerville, 55 km from Melbourne¿s central business district. Our local government area is the Shire of Mornington Peninsula. Somerville has close access to the Somerville railway station on the Stony Point Line, as well as a bus service to Frankston.
The college has students from Year 7-12, and with the township experiencing urban growth there is a focus on the school having a population of a maximum of 700 students in future years. The college grounds and facilities are attractive and well maintained. The school is in an outstanding position within the community, a short walk to the train station and township shopping precinct and blends seamlessly into the local landscape.
Our college¿s learning areas are open-planned, flexible and well resourced. There are several features such as the onsite state of the art Design Centre, the award-winning teaching and learning spaces, dedicated arts, science and technology spaces, and a high quality multipurpose outdoor recreation space.
The college is also the home of the Yumarrala Wetlands, which is a haven for wildlife and an asset which is shared by the college with the community
The college provides access to authentic learning experiences where students have access to a curriculum that is based on the Victorian Curriculum with specialist learning experiences across all curriculum areas.
The college offers the Victorian Certificate of Education (VCE) and the Victorian Certificate of Applied Learning (VCAL) as well as VET in school certificates.
By providing a well-rounded education both inside and outside the classroom, our focus reaches beyond academic performance to your child¿s personal development.
We recognise that a successful education is the result of teamwork between our teachers, students, and their parents and/or carers. In addition to teachers, your child is supported by Sub School Leaders as well as Student Wellbeing as well as an Inclusion Team.
At Somerville Secondary College we understand that quality teaching and learning only takes place in an environment based upon the development of positive relationships between teachers and students.
Our school is a friendly, safe, and vibrant learning community where students are at the centre of every decision we make and can explore a well-rounded education across a wide range of fields: academic, vocational, sporting, artistic and technological. We believe in developing confident and capable individuals who can thrive in an ever-changing world no matter what pathway they may choose.
We work extensively to create an inclusive, safe social and physical environment that helps all our students learn and succeed. An environment of challenge and support which allows our students to have an authentic voice in their education and develops their skills to achieve their best.
Alongside our educational pursuits, we take pride in supporting our students to always have high expectations of themselves and have strong values of integrity, respect and responsibility, while having an appreciation of the community around them.
We recognise the importance of a quality education that goes above and beyond what is standard. Creating an environment of high expectations and strong outcomes for your child¿s development and future is what drives us too.
Regardless of ability, personality or background, it is our goal that every student is supported to fulfill their potential. We nurture, encourage and expect high achievement with students gaining ATARs in the 90¿s, however we are also about recognising that students are individuals with differing abilities, interests and goals. Our curriculum is demanding yet sufficiently flexible to allow for varying rates of development and learning.
Somerville Secondary College¿s vision is ¿Together we use our voice to challenge and grow a confident community¿.
Student Leadership and Voice is a very important part of the operation of Somerville Secondary College with many opportunities for students to take on leadership roles within the school. The College Captains and Ambassadors take on high profile leadership roles in a number of areas of the school¿s operation including being voting members of the School Board.
Somerville Secondary College is dedicated to providing a valuable education that aims for excellence through creating opportunity for every student in its community. The program offered at the school is comprehensive including a strong academic curriculum that is balanced across the Key Learning Areas. We offer numerous curriculum programs including VCE, VCAL and also a Pastoral Care Program which incorporates Careers Education and Respectful Relationships.
Applications close Sunday 31 August 2025 at 11.59pm
Posted
18 August 2025