SC1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.
SC2Demonstrated expertise in the implementation and modelling 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
SC3Demonstrated exemplary ability to model the monitoring and assessment of student learning. 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.
SC4Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.
SC5Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.
Role
Learning Specialists will be highly skilled classroom practitioners who continue to spend the majority of their time in the classroom delivering high-quality teaching and learning and have a range of responsibilities related to their expertise, including teaching demonstration lessons, observing and providing feedback to other teachers and facilitating school-based professional learning.Learning Specialists are expected to have deep knowledge and expertise in high quality teaching and learning in delivering improved achievement, engagement and wellbeing for students. The role of the Learning Specialist will be to model excellence in teaching and learning through demonstration lessons and, mentoring and coaching teachers in improving the skill, knowledge and effectiveness of the teaching workforce.
The Learning Specialist role is aimed at building excellence in teaching and learning within the Teaching Service.
Responsibilities
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Learning Specialists may include but are not limited to:
* Demonstrating high-level expertise in teaching and learning practice
* Modelling exemplary classroom practice including through teaching demonstration lessons
* Working with the school leadership team to develop a shared view of highly effective teacher practice
* Leading and modelling the implementation of whole-school improvement strategies related to curriculum planning and delivery
* Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration
* Modelling effective learning practice and supporting teachers to seek, analyse and act on feedback and on their practice
* Providing evidence-based feedback to teaching staff to inform their effectiveness and development
* Providing expert advice about the context, processes and strategies that will shape individual and school professional learning
* Supervising and training one or more student teachers and mentoring and/or coaching teachers
* Modelling exemplary use of student data to inform teaching approaches
* Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities
* Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice
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 (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 marrung@education.vic.gov.au
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:
LEADERSHIP ROLES (LEADING TEACHERS AND LEARNING SPECIALISTS)
2026 - 2028
CONTEXT
Leading Teachers and Learning Specialists are regarded as equals in the Leadership Team, though they may have varying responsibilities and expectations of their work.
All members of the Leadership Team will have several levels of responsibility:
* Leading in the specific role that they are appointed to (such as Head of Year Level, Curriculum Learning Specialist, etc)
* Demonstrating excellence in own teaching practices and modelling them for other staff
* Active leadership of College-related priorities and initiatives
* Modelling of a strong, cohesive team ethos
* Active involvement in the broad College program
LEADERSHIP STRUCTURE: 2026 - 2028
The College Leadership Team is composed of 4 PCOs, 6 Leading Teachers and 5 Learning Specialists. The areas of specific responsibility, in addition to their general Educational Leadership role are:
Six Leading Teacher roles:
* Heads of Year Level(Years 7 ¿ 12)
* Director of Curriculum
* Teaching and Learning Coach
* Teaching and Learning Coach
* Teaching and Learning Coach (Interventions): Currently the Director of Numeracy *
* Teaching and Learning Coach Data and Performance: Currently the Director of Data & Assessment *
* Tenure is from 2024 ¿ 2026, therefore these two positions are not open for application in 2025
Role descriptions for each of these roles are available. In addition to these documents, applicants are advised to familiarise themselves with the AITSL Standards, the Department of Education Framework for Improving Student Outcomes (FISO), the Victorian Teaching & Learning Model (VTLM 2.0) and contemporary research on high impact strategies in teaching.
All Leadership positions are a 3-year contract.
EDUCATIONAL LEADERSHIP AT NORWOOD SECONDARY COLLEGE
Strategic Direction
The Educational Leaders at Norwood will have a leadership role in the Strategic Direction of the College, and:
* Demonstrate a commitment to the College¿s Strategic Plan and play an active role in the achievement of the goals (both in the Strategic Plan and the Annual Implementation Plans.)
* Lead and manage the implementation of whole school improvement strategies/initiatives.
* Be active participants in the Leadership Team and be strategic and proactive leaders of their specific LT or LS role (Head of Year Level or Director of Curriculum etc)
Educational Leaders at Norwood Secondary College will:
* Model innovative teaching practices ¿ being exemplars for high impact teaching strategies such as the College¿s Instructional Model, the VTLM 2.0, Numeracy and Literacy strategies.
* Lead the College in all aspects of pedagogy, program development and implementation.
* Ensure that the curriculum is responsive to student needs and that staff are differentiating their program delivery in a manner that reflects their effective use of appropriate data.
* Be visible in the classroom environment.
Leading the Learning Community
Educational Leaders at Norwood Secondary College will:
* Engage with the College community, articulating the Vision and promoting the College¿s strengths.
* Develop the skills and knowledge of teaching staff through professional learning and leading and managing staff performance and development.
* Ensure that they are positively involved with the comprehensive induction of new staff.
* Represent the College at events within and beyond the College community.
* Act as mentors to new teachers and graduate teachers at the College and supervise pre-service teachers.
ROLE DESCRIPTION: DIRECTOR OF CURRICULUM
General statement regarding role:
The Director of Curriculum, being a member of the Leadership Team, has responsibilities that extend beyond their specific role.
Learning Specialists have several levels of responsibility:
* Leading in the specific role they are appointed to
* Demonstrating excellence in own teaching practices and modelling them for other staff
* Active leadership of College-related priorities and initiatives
* Modelling of a strong, cohesive team ethos
* Active involvement in the broad College program
Director of Curriculum responsibilities:
Leading Strategic Direction:
* Develop Action Plans in regard to relevant goals in the Strategic Plan;
* Ensure that the Curriculum is documented, viable and meets the minimum standards, as per the VRQA;
* Develop strategies to ensure the College¿s educational programs are designed to fit with both the College¿s Goals and State and Authority requirements;
* Lead Whole School Curriculum Days, ensuring professional learning needs and initiatives are prioritised;
* Lead and manage all staff to ensure strategies are developed and documented to address individual student learning needs (particularly in the area of differentiated curriculum);
* Chair the Curriculum Committee on behalf of the Principal, with the support of the Assistant Principal (Curriculum) and curriculum leaders;
* Work closely with the Learning Specialists to ensure pedagogical practices are excellent and staff are provided with appropriate opportunities for professional growth;
* As a member of the Learning Specialist Team, develop and implement a whole school coaching model for staff;
* In conjunction with the Learning Specialists, initiate and implement change that leads to measurable improvement in educational success for students at Norwood Secondary College;
* Take responsibility for any curriculum proposals for School Council consideration;
* Prepare and present curriculum reports at the Education sub-committee of College Council.
* Oversee ongoing review of curriculum programs according to both statutory requirements and student needs;
* Develop strategies to ensure effective communication is used between students, parents and all teaching and support staff;
* Lead and manage all staff to ensure strategies are developed and implemented to address individual student learning needs;
* Implement and oversee all aspects of the curriculum development;
* Ensure that the curriculum programs developed by Norwood staff meet the needs of the Education Department and other relevant Authorities;
* Ensure that the curriculum programs developed and regularly reviewed at Norwood offer our students a broad range of engaging experiences whilst offering clear post-school pathways for students of all abilities;
* Ensure all Key Learning Areas have their completed, documented curriculum programs available on the College network;
* Work cooperatively with all Learning Specialists to ensure continuous improvement in pedagogical practice and for staff professional growth and attainment.)
* Take responsibility for any curriculum proposals taken to the College Council for consideration.
Leading Staff
* Promote shared accountability between colleagues, building a culture of professional responsibility in teams;
* Build and oversee effective performance of curriculum-based teams (Curriculum Committee and Key Learning Areas);
* In conjunction with the Directors of Pedagogy and Staff Development, ensure a culture of excellence in teaching practices is developed and maintained;
* As a member of the Learning Specialist Team, implement an effective coaching model for teachers;
* In conjunction with the Learning Specialists, provide leadership for and oversight of the areas of Reporting and Assessment;
* Take overall leadership responsibility for ensuring Norwood Secondary College curriculum programs meet the requirements of the Victorian Curriculum and Assessment Authority (VCAA), assessment practices and other developing curriculum initiatives;
* Work with Curriculum Leaders to manage subject development and enhancement across the Year 7-12 curriculum;
* In conjunction with the Learning Specialists and KLA Leaders, have active involvement in the allocation of teaching allotments to staff;
* Initiate and monitor the formation of teams of staff tasked with effectively reviewing programs and initiating appropriate change;
* Oversee the development of all curriculum documentation ¿ ensuring that all programs are documented appropriately on the College¿s network;
* Encourage the development of initiatives that lead to measurable improvement in student outcomes.
Other duties 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
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
PURPOSE STATEMENT
Norwood Secondary College provides a vibrant teaching and learning environment that supports enjoyment and excellence in living, learning and working.
VISION STATEMENT
Norwood Secondary College, established in 1958, is located in a beautiful setting overlooking the Mullum Mullum Creek Valley. Our well maintained and purpose built facilities blend with the environment and support a vibrant teaching and learning community.
Norwood Secondary College provides innovative and engaging teaching and learning for all students. We focus on successfully engaging students as active participants in life-long learning. Our curriculum nurtures the potential of each student and encourages them to achieve their personal best in all areas. At Norwood our students are well prepared for the challenges and rigours of an academic curriculum and thrive on the opportunities offered by our sporting, leadership, camping and outdoor education programs. Instrumental Music and Performing Arts (including school productions) are an integral part of the school¿s co-curricular program.
The College Values provide an important base for all our interactions with students and the community. Our core Values are: RESPECT, ASPIRATION, RESPONSIBILITY, RESILIENCE
At Norwood Secondary College students are provided with a sound basis for a life that is fulfilling, respectful of self, others and the environment. We prepare our students to be flexible, adaptable, innovative leaders in our local and global community.
Our bonds with the community are a source of strength and inspiration for us. Our students gain much from their links and involvement with community programs and activities, whilst the contributions of parents and friends are valued and encouraged across all aspects of College life.
NORWOOD SECONDARY COLLEGE - OVERVIEW
At Norwood Secondary College we believe that every student can learn, and each student is encouraged and supported to achieve his or her personal best.
Norwood Secondary College staff understand the need to build an educational community through quality relationships with students, parents and staff and have the growth and development of each individual as its primary focus.
Norwood Secondary College, in Byron Street Ringwood, is a single campus coeducational college with an enrolment limit of approximately 1100 students. Students come from a wide geographic area, covering up to 35 feeder primary schools. It has a very high reputation in the community, particularly with regard to student endeavour in academic results, sport, music and student leadership. A very high percentage of students stay to complete their VCE and gain entry to their first preferences to university, TAFE or a vocation of their choice.
The school offers VM for a limited number of selected students in Years 11 and 12.
An enrichment class operates for selected, high achieving students in Years 7 to 9. Students are encouraged to study a VCE subject in Year 10 and a Unit 3/4 in Year 11.Some students also undertake university studies during their Year 12.
The school offers an extensive camps and excursions program specifically designed for each year level, and comprehensive leadership development opportunities at each year level. An active Student Representative Council meets regularly and gives further opportunities for many students to develop leadership skills.
The College has a long history of sporting tradition and an excellent sporting program. Many teams achieve outstanding results and progress to zone and state level.
The College has an extensive Instrumental Music program and encourages student performance. The College achieves excellent outcomes in Art and Technology studies across all year levels.
At Norwood Secondary College we are committed to providing an experience where, in years to come, students will be proud to have attended a college where they have made lifelong friends, are lifelong learners and valuable contributors to the community.
CHILD SAFE STANDARDS
Like all Victorian government schools, Norwood Secondary College is a child safe environment. Our school actively promotes 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. Our school has a Child Safety Code of Conduct, as outlined in our Child Safety Policy, as published on our College Website.
Applications close Sunday 10 August 2025 at 11.59pm
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