Leading Teacher Range 3: Leading Teacher - House Leader Years 7-12
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: 1491281
Location Profile
Be part of Kurunjang¿s next chapter as we lead whole-school transformation through clarity, consistency, and high expectations.
Kurunjang Secondary College is a government school in Melbourne¿s west, serving approximately 890 students from Years 7 to 12. The college is inclusive and community-focused, with a strong commitment to academic growth, student engagement, and equitable pathways. Guided by the shared purpose ¿we learn, grow and achieve together,¿ we prioritise high expectations and collective achievement.
Preparing for its 2025 School Review, the college is aligning all practice with the Victorian Teaching and Learning Model (VTLM 2.0), Multi-Tiered System of Supports (MTSS), and the Science of Learning. These frameworks guide curriculum, engagement, wellbeing, and leadership, ensuring consistency and evidence-based decision-making.
Kurunjang delivers targeted literacy instruction through its Kurunjang Literacy Program (KLP) and supports numeracy through scaffolded intervention, co-teaching, and differentiated practice. In 2025, we are trialling a Ready to Learn Room to enhance Tier 2 engagement, while adopting the Positive Classroom Management Strategies (PCMS) guiding principles of Tell, Show, Practice and Monitor to embed consistent expectations and routines.
With four vertically structured Houses led by House Leaders, broad senior pathways including VCE (VM and VPC), VET, and Western Edge Cluster offerings, and major capital works commencing in September 2025 to deliver a new Learning Centre, Kurunjang is a school moving forward. Located just 35¿40 minutes from inner Melbourne via major arterials or V/Line, it offers a professional and collaborative environment for dedicated staff.
Selection Criteria
SC1. Demonstrated Capacity to Lead Proactive and Preventative Student Support Systems
Proven ability to lead Tier 1 engagement, behaviour, and readiness-to-learn systems that improve student belonging, learning focus, and wellbeing. Demonstrated success embedding routines, reinforcement systems, and cultural rituals that promote high expectations and readiness to learn across a sub-school.
SC2. High-Level Case Management and Tier 2 Coordination Skills
Demonstrated capacity to case manage complex student needs using a multi-agency, layered approach aligned to MTSS and PCMS. Experience coordinating Tier 2 responses, re-engagement planning, and family partnerships that restore student access to learning.
SC3. Deep Knowledge of VTLM 2.0, PCMS, and Behavioural Science-Informed Practice
Understanding of the Victorian Teaching and Learning Model (VTLM 2.0), Positive Climate for Learning, and School-Wide Positive Behaviour frameworks. Capacity to apply behavioural and wellbeing data to inform early intervention, strengthen relationships, and influence student agency.
SC4. Expertise in Culture Building, Belonging, and Restorative Leadership
Demonstrated ability to design and lead school-wide activities, events, and rituals that strengthen vertical identity, student connection, and pride. Strong capacity to engage students through voice, representation, and restorative conversations that build community.
SC5. Strong Communication, Collaboration, and Change Leadership Skills
Highly developed interpersonal skills to engage with families, lead staff teams, and partner with system leaders to deliver consistent, high-impact student support. Proven record of accomplishment of aligning practice to whole-school improvement agendas (AIP, Strategic Plan).
Role
The Leading Teacher ¿ House Leader provides strategic leadership in a vertical sub-school structure that spans Years 7¿12. Each House Leader is responsible for cultivating a high-expectations culture of learning readiness, student agency, and belonging, while also overseeing wellbeing, engagement, behaviour, and academic progress.
House Leaders are not simply case managers¿they are proactive leaders who embed Tier 1 preventative practices, reinforce college-wide expectations, and lead House teams in building positive relationships and strong school pride. This role is essential to the delivery of VTLM 2.0, PCMS, MTSS, and AIP engagement goals, ensuring all students are ready to learn every day, in every lesson.
This position plays a critical role in enabling successful delivery of the Annual Implementation Plan (AIP) priorities through strategic leadership of the Vertical House structure.
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.
We are currently recruiting to fill 4 Leading Teacher - House Leader positions.
Responsibilities
Key Responsibilities
Lead proactive Tier 1 strategies to build a safe, inclusive, and orderly House culture where students are consistently supported to be Ready to Learn.
Model, teach, and coach staff in the consistent use of college-wide routines (e.g., entry expectations, calm start procedures, uniform checks, restorative language, equipment readiness).
Reinforce and celebrate positive behaviour and effort, using Compass tools, positive recognition systems, and aligned reward structures.
Lead case management for students within their House (Years 7¿12) with respect to attendance, behaviour, wellbeing, and academic engagement.
Coordinate Tier 2 interventions, re-engagement planning, and support plans in collaboration with APs, Engagement/Wellbeing Teams, Disability Inclusion staff, and families.
Monitor and analyse student trends (e.g. behaviour, attendance, engagement data) to proactively address emerging needs and guide team interventions.
Build strong partnerships with families, ensuring early communication, co-created plans, and culturally responsive practice.
Facilitate House events, assemblies, and culture-building initiatives that promote belonging, student voice, vertical mentoring, and pride in the college.
Align all practices with PCMS, VTLM 2.0, and MTSS, in collaboration with Learning Specialists and the AP1 Engagement & Culture team.
Key Working Relationships
Assistant Principals (AP3s) Student/College Operations and Student Support Services
Assistant Principal ¿ Student Engagement Systems
Assistant Principal ¿ Instructional Excellence & Pedagogical Impact
Learning Specialist ¿ Engagement
Leading Teacher ¿ Disability Inclusion
RTLR Coordinator and Tier 2 Case Management Team
Wellbeing and Inclusion Teams
House Coordinators and classroom teachers
Students and families (7¿12)
Undertake other duties as required by 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
Please ensure that your application (online via School Jobs Victoria) 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 one page per criteria)
Names and contact numbers (mobile telephone number/s and email) of at least three referees who can attest your key selection criteria responses.
Please note that the selection panel may seek additional referees beyond those you name. Where we take this action, we will notify you of our intention.
Applicants wishing further information about the college or this position, are encouraged to contact the Principal, Aylin Gökmen at aylin.gokmen@education.vic.gov.au prior to the closing date of applications.
Please use the following subject line in your request: " LT ¿ House Leader, Request for Further Information".
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