2026 Leading Teacher - Maths

Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1491249
Location Profile

Brinbeal Secondary College

Our college is expanding, and we are excited to grow our team with a range of positions and opportunities available.

As a college that has recently opened, you will be part of the exciting journey of contributing to a new school culture and the creation of inclusive and engaging teaching in brand new state of the art facilities.

We are seeking dedicated educators who are committed to empowering colleagues and students, playing a pivotal role in our college community. We encourage applications from educators with all levels of experience, from current established leaders to aspirational leaders looking to advance their career opportunities.

About our School:
Brinbeal Secondary College is one of the newest 7 - 12 Secondary College in Melbourne's west. The school opened its doors to its first cohort of Year 7 students in 2024 to a purpose built, state of the art educational facility.
At present, the school has approx. 450 Year 7 & 8 students and will add an additional year 7 cohort each year until 2029 when it will become a 7 - 12 school.
There has been great excitement in the community about our new school.
In 2026, we will add Year 9 to our program and expect our enrolments to grow beyond 750+ in total.
The school is situated in Melbourne's booming western growth corridor approximately 23 kilometres from Melbourne CBD and services the rapidly growing and aspirational communities of the highly sought after Grove and Grand Central Estates in Tarneit.
Find out more via our website: Brinbeal Secondary College, Tarneit (brinbealsc.vic.edu.au)
Our Facilities:
Stage 1 state of the art educational facilities are now complete and includes:
Administration and Resource Centre - featuring modern design and multiple learning spaces for a variety of teaching styles.
Exceptional two storey Science and Technology building - with dedicated labs, materials and digital technology
Large Learning Neighbourhood - featuring 14 general classrooms, multiple presentation and seminar spaces and an array of quiet and small group collaborative areas.
Performing Arts building - featuring specialised drama, music and media spaces as well as four Food Technology rooms
Large Community Hub - features 3 indoor basketball courts and multi-purpose exercise rooms
Outside - we have extensive outdoor basketball courts as well as manicured landscaping that allows for multipurpose outdoor learning experiences.

Stage 2 funding has just been announced in the latest state budget and is due for completion by the start of the 2027 school year.

Our Values:
Brinbeal Secondary College's values are:
Respect - Have honour or regard for the worth of oneself, others and the school environment.
Acceptance -Value all members of the community as they present themselves and wish to be seen.
Aspiration & Achievement - Set ambitious goals and strive to achieve them.
Working at Brinbeal SC:
All staff at Brinbeal Secondary College have qualities which ensure the effective learning & wellbeing of our students at the school.
This is a unique and exciting opportunity for you to work in a brand-new secondary school in the heart of the western suburbs, catering for the diversity of learners.
You will be empowered by education support staff, teachers and leaders in a highly collaborative workplace, with opportunities for professional development and career advancement.
As we grow, we will have many opportunities for leadership and positions of responsibility including Leading Teachers, Learning Specialists, Learning Area Leaders, Student Managers, Student Support Services etc.
The Principal Class have an open-door policy and are always available to staff. They are highly visible both in the yard and frequent classes.
Staff are highly motivated and skilled and are active contributors to the creation of a high achieving secondary school.
Our staff are committed to professional learning and growth for both self and others to ensure we are maximising the learning outcomes of all students.
If you are ready for the next challenge in your career in education and enjoy working collaboratively to enable student success and achievement, feel free to contact Principal Simon Haber either via phone or email to discuss the role further or to organise a school tour.
Selection Criteria
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.
SC6 Demonstrated ability and expertise in creating a highly functioning collaborative curriculum team that strives for continual improvement influenced by data, student agency and teacher feedback.
Role
Role Description:
The position of Leading Teacher - Maths (& Numeracy) Domain Leader is a key position implementing the College Strategic Plan and Annual Implementation Plan goals in relation to:
Develop and implement strategies to enhance consistent school wide strategies producing improved student learning outcomes.
The position is a key one in working to equip teachers with appropriate instructional strategies to enhance student outcomes in response to current data.
Creating and maintaining an environment in which teachers relate positively to students by providing quality feedback to teachers to assist their teaching of students.
The active encouragement of professional development and collegial interaction among staff and students
Delivering management practices which provide clear communication and positive relationships across the college with students, teachers and their parents or guardians
Each Leading Teacher will be responsible for a negotiated improvement area in line with the School Strategic Plan.
The Leading Teacher - Maths (& Numeracy) Domain Leader will play a key role is supporting the implementation of curriculum planning, documentation and delivery across their Learning domain. They will work alongside other domain leaders to ensure consistent expectations across all learning areas.
As a new and rapidly growing school, the college expects to employee 10-15 new teachers each year for the next 5 to 6 years. The Leading Teacher - Maths (& Numeracy) Domain Leader will ensure the college supports all new staff as they transition to the college, whether they be a graduate or highly experienced teacher.
The Leading Teacher - Maths (& Numeracy) Domain Leader reports to the Principal via an Assistant Principal - Teaching & Learning.
Essential Requirements of the Role
High organisation and time management skills
High Interpersonal Skills
Capacity to lead a collaborative team
Ability to support students from a range of backgrounds
Responsibilities
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.

Time Allowance:¿¿¿¿up to 4 periods X 50 minutes totalling 200 minutes per week

Responsibilities
In recognition of the importance of exemplary practice for improved student learning outcomes, the key roles of the Leading Teacher - Maths (& Numeracy) Domain Leader may include but are not limited to:
Domain Leadership: Overseeing the organisation and management of their relevant Learning domain including resource and budget management; incursion, excursions; newsletter & social media articles and wider school community events. Lead a professional culture of learning and school improvement.
Curriculum Planning: Leading and managing the implementation of curriculum planning, documentation and delivery across their Learning domain which sees students at the centre of highly effective curriculum design, documentation, delivery and assessment
Policy Support: Support the development of College VCE policies and procedures and learning domain VCE subject documentation in preparation for VCAA accreditation.
Whole School Numeracy: Leading and managing the implementation of whole-school initiatives in Numeracy
Mentoring: Mentoring Graduate and provisionally Registered Teachers
Curriculum Review: Reviewing the curriculum offerings including managing updates to Curriculum handbooks and textbook selections to ensure students engage deeply in learning that is interesting, relevant and appropriately challenging
Assessment: Leading and managing the development of their relevant Learning domains assessment and reporting practices including oversight of the relevant domains Assessment schedule, Yr 7-10 Common Assessment Tasks, Semester examinations and Compass Learning tasks.
Use of Data: Work with the Leadership team to analyse student learning data (including, NAPLAN, PAT, Learning Task and Report data) to inform the planning, implementation and review of teaching and learning strategies to improve student outcomes.
Capacity Building: Work with the school leadership team to develop a shared view of highly effective teacher practice, pedagogy and maintaining safe learning environments.
Exemplary Practice: Model a learning environment; that raises and maintains high expectations of all students; allows students to learn in in classrooms with effective inclusive practices and in a culture of inclusion.
Modelling: Demonstrate high-level expertise in teaching and learning practice. Modelling effective learning practice and supporting teachers to seek, analyse and act on evidence-based feedback for their own practices.
Observations: Undertake peer observations including developing processes and protocols for classroom observation, feedback of teacher practice and peer collaboration.
Developing Teams: Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school. Build teacher capacity and collaboration in curriculum and assessment design and documentation which is aligned with the Victorian Curriculum 2.0 and VCE.
General Responsibilities:
Contribute to the overall leadership and management of the school and support a whole school focus on improving student learning outcomes.
Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan, AIP and school priorities.
Leading and managing the implementation of the school operations and policies related to student engagement, student wellbeing and student management.
Demonstrate an active commitment to the College Leadership Teams and possess a strong commitment to personal leadership growth.
Model use of the College Instructional Model (GEARS), Staged Response Framework and School Wide Positive Behaviour Support framework (SWPBS) and support other staff to build their capacity in the use of these.
Support and promote the wellbeing of staff.
Promote and embed the Child Safe Standards and comply with other Departmental policy and requirements.
Being an active member of the staff team.
Undertake additional duties as directed by the College Principal or Teaching & Learning Assistant Principal.
Other duties as negotiated with the Principal.
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 (see Workplace 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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
DE Values
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
INSTRUCTIONS TO APPLICANTS:
Please ensure that your application (via Recruitment Online) includes:
a resume including relevant experience, including detailed employment history, as well as personal details (name, address and contact numbers, business and home and VIT number)
a response addressing each of the selection criteria (recommended 1 to 1 1/2 pages per criteria)
Names and contact numbers (telephone and email if possible) of at least three referees who are able to attest to the claims made in your application/selection criteria, one of these referees should be a current Principal Class Officer who can attest to your key selection criteria.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Mr Simon Haber, prior to the closing date of applications.

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.
Applications close Sunday 14 September 2025 at 11.59pm
Posted
3 September 2025