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
The Leading Teacher position is for 12 months. The opportunity to apply for another 3 year tenure will be available in Term 3 2024.
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
Yarram Secondary College offers Year 7 to Year 12 coeducation across two campuses, located 220 kilometres from Melbourne. The township of Yarram, population 2100, is a central hub for the surrounding smaller, rural and agricultural communities of Woodside, Alberton, Devon North and Port Albert.
The main campus has a large site with several ovals, sealed and covered recreational areas, and garden spaces. These surround a central core structure of 25 teaching and learning spaces, an administration block, a library, an open learning space, and a two-court shared community stadium. The smaller Devon North Campus, caters for students who have disengaged, or are at risk of disengaging from mainstream education. Our FLO campus has two teaching classrooms, a communal meeting area, a designated art space, a yarning circle and a life skills classroom, which is currently under construction.
YSC is a member of the Wellington Network of Outer Gippsland, South Eastern Victoria Region. It is the major destination for students graduating from the four local primary schools (government and catholic). It attracts 96 per cent of the intake pool at Year 7, with the nearest alternative secondary schools situated over 50 kilometres away. Total enrolment numbers have been relatively stable, currently at 330, but have started to decline. The projected numbers over the next few years are similar to this year with only small numbers coming through from our feeder schools. The school provides for students in the township and those who are bussed in from surrounding areas (approximately 160 students).
Students attending YSC, come from a range of family backgrounds, with an overall Student Family Occupation and Education index of There has been a notable change to economic circumstance due to the impacts of COVID, the dairy industry, and rising interest rates and this has impacted the wellbeing and provision for families. Assistance is provided through individual educational plans for Koorie students, Out of Home Care students and those on the Program for Students with Disabilities (including a specialised wellbeing and inclusion space). The current staffing profile is stable and includes: two principal class members, two leading teachers, two learning specialists and equivalent full-time teaching staff (EFT) and EFT education support staff.
While our school motto is ‘Learning for Life’ and opportunities to ‘learn local, live global’ are embraced. The tradition of developing the whole student through a balanced and differentiated academic program, which is underpinned by vocational outcomes, and a focus on social and emotional wellbeing continues. Our vision encompasses this tradition, “Yarram Secondary college is a school of and for the Yarram and District Community, preparing all students to develop their social, emotional and academic skills, whilst supporting, nurturing and accelerating their ability to excel in their chosen pathway”.
YSC is structured into two distinct Sub-Schools; Years 7-9 Middle School and Years 10-12 Senior School. Each Sub-School has a clear focus and vision. The Middle Sub-School focuses heavily on the development of each student’s academic, social, emotional and physical well-being and growth. All students in Years 7-9 participate in the Targeted Acceleration Program (TAP); a visionary reading advancement program designed by the world-renowned cognitive psychologist Dr. Carol Christenson. Students in the Middle School are exposed to all curriculum areas and participate in collaborative, inquiry subjects which build students’ 21st century learning capabilities in Year 8 Broadening Horizons and Year 9 Community. All of our school curriculum is based upon the Victorian Curriculum, as set out by VCAA.
The Senior Sub-School has a clear focus on providing the best possible pathways for all students; whether this be tertiary study, further training, or employment. Senior Sub-School pathways include the Victorian Certificate of Education, which includes a range of Vocational Education and Training options (on and off site), and a Vocational Major. Some of our students also complete VCE units via online delivery methods through Virtual Schools Victoria (VSV), and the Victorian Virtual Learning Network (VVLN).
Enrichment opportunities are provided at YSC through art, music, chess, instrumental music, performance, productions, leadership, public speaking, camps and excursions, sport, and external online and residential academic programs in global citizenship, Maths, Science and Engineering.
When global connections are reintroduced, students will be exposed to cultural enrichment through our Sister School program in China, which involves reciprocal exchange visits, the Victorian Young Leaders to China, the Victorian Young Leaders to India program, and a biannual USA STEM Study tour, which incorporates learning opportunities at NASA. Our Year 12 students will also be offered the opportunity to take part in an end of secondary school trip to Cambodia to undertake humanitarian and environment work.