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
Position Overview:
The House Leader is a key member of the College Leadership Team and is responsible for the educational development and pastoral care of students within their assigned House. As a leader, the House Leader will foster a positive and inclusive culture, ensuring the holistic development and wellbeing of students while supporting staff through leadership, mentoring, and team cohesion. This role includes active involvement in the implementation of the College Strategic Plan and Annual Implementation Plan and encompasses both educational and operational leadership duties.
The House Leader will also take responsibility for an additional significant leadership portfolio within the school, demonstrating high-level skills in educational, human, technical, symbolic, and cultural leadership.
Key Responsibilities:
1. Academic Progress and Curriculum
- Monitor and analyse student data within the House, including:
- Academic progress
- Attendance
- Attitudes to School Survey (AToSS) outcomes
- Literacy and Numeracy data
- Progress Reports
- Ensure consistency and quality in curriculum implementation across the House.
- Collaborate with the Curriculum Team to:
- Support whole-school teaching and learning initiatives
- Promote and engage with current curriculum projects
- Maintain oversight of pedagogy within the House
- Oversee the student redemption process within the House for assessment completion and academic recovery.
- Lead the HG teachers by providing a structure for Homegrop sessions.
- Foster a sense of belonging, engagement, and school pride among House members.
- Develop a positive, supportive team culture aligned with College values.
- Lead and coordinate House-based and school-wide activities that promote connection and inclusion.
- Support the induction and integration of new students and staff into the House and broader school community.
- Lead the development and delivery of pastoral care programs in collaboration with Home Group Teachers.
3. Student Management
- Promote and maintain a safe and caring learning environment.
- Work in partnership with the relevant Principal Class Officer on:
- Student behaviour and wellbeing
- Implementation of the College¿s Student Management Plan
- Parent engagement and conflict resolution
- Student Support Team (SST) referrals and participation
- Locker bay and House facility management
- Serve as a member of the Student Wellbeing Support Team (SWST) and share individual student adjustments with staff
- Organise proactive positive behaviour incursions, sessions or events.
- Additional transition meetings and sessions for students with disabilities and additional needs.
- Contribute to and implement priorities outlined in the College Strategic and Annual Implementation Plans.
- Lead and support 5 Home Group Teachers, ensuring alignment with the goals of the House and College.
- Ensure compliance with College policies, including Risk Management and Occupational Health & Safety (OHS).
- Undertake additional duties as directed by the Principal.
5. Staff Development and Coaching
- Provide mentoring and coaching to:
- First-year and newly appointed staff
- Home Group Teachers and Assistant House Leaders within the House
- Coach a group of staff in relation to the College¿s Annual Implementation Plan and Strategic Plan in alignment with whole school professional learning.
- Support the development of leadership capacity among team members.
- Model effective teaching practices and contribute to the development of professional learning.
- Deliver skilled learning as part of new staff induction.
6. Communication and Engagement
- Ensure clear and timely communication with students, staff, and parents regarding:
- House events and expectations
- Student progress and wellbeing
- College-wide initiatives and changes
- Represent the House at school events and leadership meetings.
7. College Activities and Student Leadership
- Promote and develop student leadership opportunities within the House.
- Coordinate service learning activities tailored to the House community.
- Organise and lead a House Day involving all students across Houses.
- Actively support student leadership across the College, including whole-school events and assemblies.
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
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 (seeWorkplace 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:
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:
- 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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- 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).
Carwatha College P¿12 is a high-performing government school located in Noble Park North, providing education for students from Prep to Year 12 on a single, purpose-built site. The College is widely recognised for its commitment to academic excellence, student wellbeing, and inclusive education .Refer our Annual Report.
We offer comprehensive support for new staff, including a structured induction program and a dedicated buddy system to ensure a smooth transition into our professional learning community. Prospective applicants are warmly invited to meet with the Principal and join a school tour at a convenient time.
A School for the Whole Family
As a P¿12 College, Carwatha is embraced by the local community as a ¿school for the whole family.¿ Our structure fosters long-term relationships between students, families, and staff, creating a strong sense of continuity and connection. Parent and student surveys consistently report high levels of satisfaction across all areas of school life.
A Diverse and Supportive Community
Our school is proudly multicultural, representing 68 nationalities and celebrating cultural diversity as a key strength of our learning environment. 63% of students come from a language background other than English, contributing to a rich and inclusive educational setting. With a Student Family Occupation (SFO) index of 0.69, Carwatha is deeply committed to equity, care, and personalised support for every learner.
We have a strong and experienced wellbeing team and offer a wide range of programs to support the social and emotional development of students.
Teaching and Learning Excellence
Carwatha College P¿12 maintains a whole-school commitment to student growth and achievement. We focus on:
- Building strong teacher-student relationships
- Using data to identify individual learning needs
- Implementing effective feedback and assessment strategies
- Creating personalised learning pathways for all students
An orderly, supportive environment underpins our approach to student engagement and academic success.
Curriculum and Innovation
We offer a comprehensive and inclusive curriculum from Prep to Year 12:
- Years P¿2 : Laying strong foundations
- Years 3¿6 : Building breadth and depth
- Years 7¿9 : Consolidating and preparing for senior years
- Years 10¿12 : Establishing pathways for the future
Our innovative V3 Program enables all students to commence their VCE journey in Year 10, offering a head start and increased flexibility in senior pathways. We provide VCE, VETiS, and VM programs, with strong outcomes in tertiary entry, training, and employment.
Co-Curricular and Enrichment Opportunities
We pride ourselves on offering rich co-curricular experiences including:
- Instrumental music, choir, public speaking, and school productions
- Sporting programs including our Football Academy
- High Achievers Program for academically advanced students
- Leadership opportunities across all year levels
Our student leaders play active roles through Junior School Council, SRC, House and College Captaincies, and School Council representation.
Partnerships and Community Engagement
Carwatha College P¿12 maintains strong partnerships with Monash University, Deakin University, Chisholm TAFE, and various community and wellbeing organisations. These connections provide valuable opportunities and resources that enhance student learning and support.
Our Commitment to Child Safety
Carwatha College P¿12 is committed to the safety and wellbeing of all children and young people, with a focus on:
- Cultural safety of Aboriginal children
- Inclusivity for children from culturally and linguistically diverse backgrounds
- Safety of children with a disability
We welcome you to join our vibrant, diverse, and future-focused school community. At Carwatha College P¿12, we¿re not just educating students¿we¿re shaping futures.
Applications close Monday 13 October 2025 at 11.59pm
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📌 House Leader #2026 Position Start
🏢 State Government Of Victoria, Australia
📍 Melbourne