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:
1. Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
2. Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
3. Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
4. Leading and managing staff performance and development (review of staff);
5. Teaching demonstration lessons;
6. Leading and managing the development of the school's assessment and reporting policies and practices;
7. Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
8. Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
9. Responsibility for general discipline matters beyond the management of classroom teachers;
10. Contributing to the overall leadership and management of the school;
11. Contributing to the development of proposals for school council consideration;
12. 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.
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
Please contact Mike Shone (Principal) on 5628 1455 for any further information
Conditions of Employment
13. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
14. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
15. A probationary period may apply during the first year of employment and induction and support programs provided.
16. 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
Neerim District Secondary College (NDSC) is a small, rural secondary school of approximately 165 students and 45 staff. The school offers our students and staff an attractive, settled, and inclusive environment with spacious grounds. Upgrades to the buildings at the school were completed in 2021 and these provide enhanced learning spaces for students. The community of Neerim South is aspirational and supportive of the school environment and teaching and learning programs. Confidence in the school and its future has seen a rise in student numbers over the last two years and many of these students from out-lying areas. This creates a strong impetus for NDSC to be competitive and provide a high-quality education for all students while enhancing the opportunities for our top students.
Our vision is to empower our students to become the best version of themselves, maximising their ability to achieve the best possible outcomes. We see our school as a community that cares for and respects one another. We pride ourselves on staff working as a cohesive unit to support students and families to achieve their goals. We have high expectations for our students and believe that all students can achieve excellence in their educational pursuits.
NDSC is a Positive School Wide Behaviours school. The values developed by students, staff and the community include:
• Community - We have a strong sense of belonging to the school community and welcome everyone.
• Respect - We have due regard for the feelings, wishes and/or rights of others.
• Perseverance - We admire and encourage others to continue to persevere in spite of barriers.
• Leadership – We strongly encourage students to undertake leadership roles but also to take on leadership behaviours.
Fundamental to these values is a belief that everyone has something to contribute, hence tolerance and understanding are core to the way students and staff operate at NDSC. The College has had a strong focus on improving literacy and has had some success with NAPLAN writing and reading growth. 2019 Year 9 benchmark growth was really strong in literacy and numeracy, placing us well above state and national levels. Our challenge is to maintain these levels and see consistent performance in VCE data. All teachers are undertaking professional learning on classroom practice and we have adopted an agreed instructional framework. Professional learning is an aspect of every meeting we undertake in the school. As we enter the third year of our 4-year Strategic Plan, we continue to drive improved literacy and numeracy outcomes for students; build teacher capacity through the implementation of an agreed instructional model; and to build student agency in their learning. Strong implementation plans are being developed to ensure that these goals are met.