Job Description
Location
Melbourne Northern Suburbs VIC
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1482239
Location Profile
Viewbank College
With a student enrolment in excess of 1450, and located on 5.4 hectares in the City of Banyule, Viewbank College provides outstanding educational opportunities to families in Rosanna, Heidelberg, Viewbank and surrounding suburbs. The College is academically focused and has a high level of participation in other curriculum areas such as Music and the Visual & Performing Arts.
The College has developed a strong and tangible ethos based around hard work, respect for learning, the rights of others and the pursuit of success. Through the very successful student leadership program, the house program and a series of large general assemblies, the College promotes involvement, student participation and service to others. The College's sporting teams are regularly successful right through to the state level. The College production, the debating program, public speaking and the previously mentioned Music Program and the Social Action group are ways students can become involved and inspired.
The College Curriculum is a standard academic curriculum with VET subjects offered off campus. The College offers German and Japanese through to Year 12 and Music Performance is a strong VCE subject. The Instrumental Music program has 300 active participants and the College employs 20 instrumental music teachers. The College has a much sought after Enhanced Accelerated Program and a stratified Maths program at Year 10. The College is starting to pilot a modified VCAL program.
The College maintains buildings and facilities to a high standard with well - equipped classrooms and staff rooms, complete with data projector facilities. A 1:1 laptop program was introduced in 2015 and has been expanded to include all year levels. Other valuable facilities include a well-resourced library and our new 420 seat Performing Arts Centre and STEAM Complex which opened in July 2018.
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.
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
Key Role 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:
Whole School Responsibilities:
Lead and manage the implementation of whole-school improvement initiatives related to the College Strategic Plan and school priorities.
Lead and manage the performance and development review of teaching staff through the Professional Learning Community focus.
Work with the College Leadership team to
Identify any trends in data.
Develop a shared view of highly effective teaching practice.
Support teaching staff to use an evidence-based approach in the development, implementation, and moderation of the learning programs.
Lead the work of Professional Learning Communities.
Work within the Learning Leadership team to achieve consistency in pedagogical approaches and use of the instructional framework to improve teacher practice.
Coach and mentor teaching staff in their pedagogical approaches via the instructional model to increase, and/or improve student outcomes and engagement.
Provide evidence-based feedback to teaching staff through mentoring and coaching.
Model effective learning practice and support teachers to seek, analyse and act on feedback to improve their practice.
Provide opportunities for parent/carers involvement in the College life, including leading forums with staff, students and parents/carers.
Specific Responsibilities:
As the Domain Leader:
Implement the College instructional model and the College curriculum, assessment and reporting processes in the English Domain
Plan for and facilitate meetings with a focus on curriculum documentation, sharing of pedagogy, use of data for differentiation and monitoring of student progress.
Guide and monitor teacher teams in the creation of effective high-quality formative and summative assessments, their moderation of student learning evidence and the learning programs in response.
Be a positive and regular presence in classes within the Learning Domain to encourage reflective conversations.
Work with the Inclusion team and other Learning Leaders to:
analyse whole school data (NAPLAN, VCE, PAT)
ensure evidence-based intervention and support programs are implemented and their impact reviewed.
effectively track student growth in literacy learning
work with local Primary Schools to enable consistent approaches to literacy teaching.
administer PAT testing of students in Year 7 to 10 and build data literacy.
Develop a high level of expertise in literacy teaching strategies across the whole school and work within the PLC framework to support individual teachers to develop strategies to embed literacy teaching.
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 [email protected]
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
Tenure: 3-year tenure 27/1/26 to 28/1/29
Time allowance: 4 x 75-minute periods
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 20 July 2026 at 11.59pm
Posted
1 July 2026
Melbourne Northern Suburbs VIC
Full job description
Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference: 1482239
Location Profile
Viewbank College
With a student enrolment in excess of 1450, and located on 5.4 hectares in the City of Banyule, Viewbank College provides outstanding educational opportunities to families in Rosanna, Heidelberg, Viewbank and surrounding suburbs. The College is academically focused and has a high level of participation in other curriculum areas such as Music and the Visual & Performing Arts.
The College has developed a strong and tangible ethos based around hard work, respect for learning, the rights of others and the pursuit of success. Through the very successful student leadership program, the house program and a series of large general assemblies, the College promotes involvement, student participation and service to others. The College's sporting teams are regularly successful right through to the state level. The College production, the debating program, public speaking and the previously mentioned Music Program and the Social Action group are ways students can become involved and inspired.
The College Curriculum is a standard academic curriculum with VET subjects offered off campus. The College offers German and Japanese through to Year 12 and Music Performance is a strong VCE subject. The Instrumental Music program has 300 active participants and the College employs 20 instrumental music teachers. The College has a much sought after Enhanced Accelerated Program and a stratified Maths program at Year 10. The College is starting to pilot a modified VCAL program.
The College maintains buildings and facilities to a high standard with well - equipped classrooms and staff rooms, complete with data projector facilities. A 1:1 laptop program was introduced in 2015 and has been expanded to include all year levels. Other valuable facilities include a well-resourced library and our new 420 seat Performing Arts Centre and STEAM Complex which opened in July 2018.
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.
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
Key Role 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:
Whole School Responsibilities:
Lead and manage the implementation of whole-school improvement initiatives related to the College Strategic Plan and school priorities.
Lead and manage the performance and development review of teaching staff through the Professional Learning Community focus.
Work with the College Leadership team to
Identify any trends in data.
Develop a shared view of highly effective teaching practice.
Support teaching staff to use an evidence-based approach in the development, implementation, and moderation of the learning programs.
Lead the work of Professional Learning Communities.
Work within the Learning Leadership team to achieve consistency in pedagogical approaches and use of the instructional framework to improve teacher practice.
Coach and mentor teaching staff in their pedagogical approaches via the instructional model to increase, and/or improve student outcomes and engagement.
Provide evidence-based feedback to teaching staff through mentoring and coaching.
Model effective learning practice and support teachers to seek, analyse and act on feedback to improve their practice.
Provide opportunities for parent/carers involvement in the College life, including leading forums with staff, students and parents/carers.
Specific Responsibilities:
As the Domain Leader:
Implement the College instructional model and the College curriculum, assessment and reporting processes in the English Domain
Plan for and facilitate meetings with a focus on curriculum documentation, sharing of pedagogy, use of data for differentiation and monitoring of student progress.
Guide and monitor teacher teams in the creation of effective high-quality formative and summative assessments, their moderation of student learning evidence and the learning programs in response.
Be a positive and regular presence in classes within the Learning Domain to encourage reflective conversations.
Work with the Inclusion team and other Learning Leaders to:
analyse whole school data (NAPLAN, VCE, PAT)
ensure evidence-based intervention and support programs are implemented and their impact reviewed.
effectively track student growth in literacy learning
work with local Primary Schools to enable consistent approaches to literacy teaching.
administer PAT testing of students in Year 7 to 10 and build data literacy.
Develop a high level of expertise in literacy teaching strategies across the whole school and work within the PLC framework to support individual teachers to develop strategies to embed literacy teaching.
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 [email protected]
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
Tenure: 3-year tenure 27/1/26 to 28/1/29
Time allowance: 4 x 75-minute periods
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 20 July 2026 at 11.59pm
Posted
1 July 2026
💡 Quick Summary
Seeking a career-building opportunity? The Educational Leadership_Leading Teacher Range 3_Head of English and Literacy position is now open for candidates interested in the Teacher Jobs sector. This role in Melbourne offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Teacher Jobs is a plus.
