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
1. Overall Leadership
13. Demonstrate exemplary teaching and learning performance.
14. Lead in a positive, future focussed and energetic manner, building strength in our teamwork and communicating effectively with all of the WHSC community.
15. Membership of the College’s Leadership Team. Actively contribute to building a strong and cohesive staff and College Leadership Team.
16. Taking a leading role in the development of the College and the implementation, review and accountability requirements of the College Annual Implementation and Strategic Plans.
17. Ensure that all programs, policies and practices are in line with VCAA requirements. The Senior Sub School and VCE Improvement Leader will work closely with other Leaders and Staff and to meet these VCAA requirements.
18. Work with the Principal Class, Year Level Coordinators, other Leaders, Coordinators, Teachers, Teams (eg; Middle Sub School Team) and Staff to ensure that College Policies are fully implemented in a consistent manner, and coach individual teachers to ensure they adopt strategies and practices in order to teach for effective student learning.
19. Demonstrate a commitment to continuous improvement as both a Teacher and as an Educational Leader.
20. Support the provision of Professional Learning and assist others in their professional growth.
21. Lead Teachers in developing and implementing strategies and programs to ensure high standards of student achievement, performance and behaviour are maintained.
22. Establish, lead and manage the Sub School Team, including Year Level Co-ordinators and Home Group Teachers.
23. Support Teachers and Coordinators in the implementation of all College Policies.
24. Establish and maintain an office for the Sub School from which the team will work to deal with Sub School issues relating to Students, Families and Staff.
25. Ensure relevant, accurate and detailed record keeping at all times.
26. Lead the Performance and Development of a group of teachers and ES staff.
27. Lead and manage adherence and compliance with policy and administrative requirements with assistance from ES Staff.
28. Other duties as negotiated with the Principal
2. Student Achievement and VCE Improvement
29. Initiate and implement programs and strategies to support excellent outcomes for all Students in the Senior Sub School.
30. Work with relevant Leaders, Teams (eg; PLC Program, Teaching and Learning Committee, etc) and Staff to further develop the skills and capacity of all Students within the College.
31. Lead and manage the further improvement in VCE results. For example (and not limited to), to lead and be responsible for: Establishing moderation activities Establishing ranking activities Use of data with staff and students Establishing and maintaining tutoring programs, Establishing schedules and calendars for SACs and other VCE requirements Organising relevant Information Nights, Co-ordinating at risk interviews/meetings with students and families Ongoing development and review of relevant Handbooks Establishing and implementing Study Programs Regular meetings of students, staff and families
32. Continually monitor Student achievement through the use of available data to best develop strategies to optimize performance with students and teachers in the Senior Sub School.
33. Lead the analysis of available data, working with the teaching team and individuals to improve Student outcomes. For example, use of Data with VCE Teachers to inform and further their teacher practice.
34. Identify Student point of need and develop plans to support them with their learning and wellbeing.
35. Co-ordinate the preparation and distribution of certificates and awards, and actively support the recognition of student effort, achievement and positive behaviours.
36. Work with key departments and advise class Teachers of specific Student needs and/or learning difficulties.
37. Understand and actively promote the link between a positive and proactive approach with that of improved student learning, wellbeing and student management outcomes.
3. Curriculum and Student Course Management
38. Represent the Senior Sub School on various committees and working groups (eg; Teaching and Learning Committee, PLC Program, etc).
39. Liaise with the relevant Leaders within the College on curriculum matters, together with teaching and learning practices and strategies specific to the Senior Sub School.
40. Work with the Middle Sub School Leader and others to ensure there is alignment between the respective Sub Schools with respect to the consistent development of key skills and capacity in our students.
41. Collaborate with the relevant leaders, co-ordinators and staff regarding placement of new students into core and elective classes consistent with VCAA and College policy.
42. Work with the Middle Sub School Leader.
43. Provide advice to the Principal on program needs as required
4. Student Management and Wellbeing
44. Be responsible for the wellbeing of students in the Senior Sub School in conjunction with Year Level Coordinators, Social Worker, Guidance Officers, DET and external agencies.
45. Understand and actively promote the link between a positive and proactive approach, and improved Student learning, wellbeing and management outcomes.
46. Conduct regular student assemblies to disseminate information and to promote a group and College identity by acknowledging Students' positive achievements in all aspects of school life.
47. Provide support and encouragement for Student leadership activities within the Senior Sub School.
48. Liaise with and gain the support of the College’s Social Worker, DET and other agencies on both specific and general wellbeing and student management issues.
49. Counsel individual Students where there is a concern about their educational progress and / or their social or emotional wellbeing. Conduct interviews with parents as appropriate.
50. Counsel Students, where necessary, in accordance with College and DET Policies. Where necessary, conduct Senior Sub School, class, home group or year level teacher meetings to discuss educational and wellbeing matters.
51. Ensure strong communication channels are developed with parents with regard to Student academic performance, social and emotional wellbeing, student behaviour and attendance.
52. Work with other members of the Senior Sub School team to closely monitor student achievement, progress, management, wellbeing and attendance.
53. Specifically, promote and co-ordinate a positive and proactive approach to support Teaching and Learning and Student Wellbeing, including the planning, implementation and review of key activities, programs and events. For example, lead Year Level Co-ordinators and Home Group Teachers in the development of activities and programs that seek to further build the capacity of students.
5. Transition and Course Selection
54. Lead and implement the Course Selection process with families, students and staff relating to the Senior School (including the promotion of VCE and VCAL with Year 10 Students and families where appropriate).
55. Work with the VCAL and Pathways leader as part of the Course Selection process.
56. Lead and manage the Course Selection process, and actively support the successful transition of students into, within and beyond the Senior School. Work with other leaders (eg; the Middle Sub School Leader) in this process to best support students to make successful transitions as described above.
57. Lead ‘Step Up’ programs that allows for students to be introduced to studies and learning for the year ahead.
58. Work with the key teams and staff within the College to best promote our school in the local and wider community.
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
WHSC | College Profile 2023
Welcome to Wheelers Hill Secondary College. We have a student population of approximately 700 and a team of passionate and dedicated teaching and non-teaching staff who are focused on providing the best learning outcomes for all students. We have excellent facilities and a beautiful and natural setting, showcasing expansive grounds within a well-established residential precinct. We offer a vibrant and engaged community that values our personalised care for students as well as our clear focus on achieving one’s personal best in all areas of learning and wellbeing. The College was established in 1980 and is in the City of Monash, in the eastern suburbs of Melbourne. We welcome and support Diversity and Inclusion. The College has up to 30 feeder primary schools and a long-established International Student Program.
Our College values are:
Respect : WHSC promotes respectful, inclusive and positive relationships. Our students and staff act with integrity and value diversity in their interactions with others. We understand that inclusive language and behaviours define us as individuals and as members of the Wheelers Hill community. We respect our own traditions as a College, and we respect our First Nations People and the land on which we learn.
Excellence : WHSC provides opportunities to demonstrate excellence in all areas of learning and wellbeing. It is only through perseverance, resilience and the capacity to learn from effort that true excellence can be achieved. Excellence is not simply a measure or a number but a recognition of all the parts that define us as authentic learners who have achieved mastery and autonomy in the key knowledge and skills that we aspire to.
Creativity : WHSC believes that creativity is the key to unlocking the potential in every student. Our students and staff are encouraged to seek innovative solutions and use higher order thinking skills as independent and collaborative learners. We believe that the Design Thinking Process is a significant tool in supporting young people to use creative critical thinking skills that are based on empathy and self-reflection.
Wheelers Hill Secondary College strives to develop students who are ready to embrace the future and become empathic and ethical global citizens.
The College consists of two sub schools: Middle and Senior. Every Year level has access to a broad range of core studies, and an extensive elective program is available at Years 9 to 12, with students recommended for VCE Advanced Placements in their areas of expertise and interest.
The College has also implemented a school-wide approach to Literacy, Numeracy and STEAM, with Learning Specialists in each of these areas to oversee initiatives. The College’s Performing Arts Programs provide further opportunities for our students to excel as learners. For example, high quality opportunities exist in Drama, Music and Dance. Our Performing Arts Program supports Instrumental Music, an annual Whole School Production, numerous bands and choirs, together with various Showcases demonstrating student skills and talent.
We offer an excellent Sports Program, with dedicated teachers to support individual athletes as well as a huge array of team sports. Our House System also offers students the opportunity to build peer connectedness and personal wellbeing. Our dedicated Wellbeing space provides one on one consulting by our Wellbeing Team.
The College’s primary administration platform is Compass. Students, parents, teachers and administration staff liaise efficiently and effectively through this platform. This is a powerful tool which underpins effective communication by sharing resources, communicating attendance, promoting student work, ensuring classroom materials are available and ensuring currency of documentation.
Our learning spaces include:
59. A spacious Library facility to support learning and research, which forms the central hub of the College.
60. A modern Science Centre, catering for the four major science strands of Biology, Chemistry, Psychology and Physics
61. A Food Technology Centre
62. Arts, Woodwork and Metals/Plastics Technology areas
63. The Bunjil Centre, featuring a practical performance theatre, music rehearsal spaces and a full-size gymnasium with a giant digital screen
64. A dedicated VCE Study Centre.
The College welcomes the use of our facilities by local community groups, including the use of classrooms, the gymnasium, and the College grounds for sporting and academic activities.