Job Description
Job type: Full time / From 28/01/2026 - 27/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1432280
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 Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices.
Role
Leading Teacher - Transition Coordinator
The Leading Teacher for Transition is responsible for managing all aspects of the Year 6 - 7 Transition process as well as managing the induction of new students to the school in other year levels. The Leading Teacher for Transition will deliver effective transition programs that support student learning and wellbeing for new students to the school, teaching them what it is to be an `Elevation¿ student.
Responsibilities
The Leading Teacher for Transition is responsible for managing all aspects of the Year 6 - 7 Transition process as well as managing the induction of new students to the school in other year levels. The Leading Teacher for Transition will deliver effective transition programs that support student learning and wellbeing for new students to the school, teaching them what it is to be an `Elevation¿ student.
Area of responsibility:
Provide educational leadership to students, families and primary schools to support the effective educational transition of year 6 - 7 students into the school, including support in the development of IEPs and support plans
Work with the Year 7 Leading Teacher and Assistant Principal for Junior School to create an effective Year 7 Orientation program.
Work with Year Level Leaders, APs for Junior, Middle and Senior School as well as LS for Trauma Informed learning to create an orientation program for new students to the school, to ensure students are inducted as `Elevation¿ students with routines and expectations being taught explicitly.
Connect with transition coordinators at local primary schools to do detailed handovers for students entering Year 7
Use data from primary schools to create Year 7 mentor groups for the following year
Collect data and create year 7 mentor group classes
Organise various Year 7 Transition events including `Showcase Night¿ and `Welcome night¿
Teach students procedures such as LSL, hands up, equipment required for every subject, bell times, etc.
Check locker is set up in the correct way for new students, with a separate subject book for every subject.
Ensure IEPs are created for every student coming from a non-Victorian government school (independent, catholic, interstate or non-fee international) that starts after census date (From March 1st onwards)
Work with LS (Trauma informed learning & Berry Street) to adapt and coordinate the orientation programs
Work with APs for Junior, Middle and Senior School regarding new enrolments
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
To find out more about Elevation Secondary College, applicants can view our website at https://www.elevationsc.vic.edu.au, view our Careers page at https://www.elevationsc.vic.edu.au/our-school/careers/ or meet or leadership team at https://www.elevationsc.vic.edu.au/our-school/meet-the-team/.
To find out more about this position, please contact our HR Manager, Jemma Scerri on (03) 833+ 8000 or [email protected] to make a phone or online appointment with a member of the Executive Team.
Please ensure that your application includes:
Names, contact numbers and email address of at three referees.
A resume including relevant experience as well as personal details, (name, address, contact numbers, business and home number)
A Written section addressing the selection criteria and the requirement for application under the Who May Apply Section.
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.
Location Profile
Elevation Secondary College is a new 7 ¿ 12 Secondary College in Melbourne¿s north. The school opened its doors to its first cohort of Year 7 students in 2020 to a purpose built, state of the art educational facility.
We have built a great school with a powerful professional learning environment. We are excited to add Year 12 to the College in 2026.
In 2026, Elevation Secondary College was named #1 best place to work in Australia/New Zealand in the Government, Education and Non for Profit sector by the Australian Financial Review and Inventium!
The school is situated in Melbourne¿s booming northern growth corridor approximately 23 kilometres from Melbourne and services the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further north to Mickleham. The school has had significant demand for enrolments since opening- well beyond current capacity.
School Vision
Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students. The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.
Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum. Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour. All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model. The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.
Professional Learning Culture
Elevation Secondary College has a powerful professional learning culture, based on the idea that: ¿if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve¿ Dylan Wiliam University of London. Staff at the school maintain a professional approach to teaching and learning. The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.
Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement, wellbeing and inclusion.
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1432280
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 Outstanding professional and personal attributes including perseverance, humility, collaboration and an improvement focus. The ability to balance high expectations of all learners with inclusivity and positive education practices.
Role
Leading Teacher - Transition Coordinator
The Leading Teacher for Transition is responsible for managing all aspects of the Year 6 - 7 Transition process as well as managing the induction of new students to the school in other year levels. The Leading Teacher for Transition will deliver effective transition programs that support student learning and wellbeing for new students to the school, teaching them what it is to be an `Elevation¿ student.
Responsibilities
The Leading Teacher for Transition is responsible for managing all aspects of the Year 6 - 7 Transition process as well as managing the induction of new students to the school in other year levels. The Leading Teacher for Transition will deliver effective transition programs that support student learning and wellbeing for new students to the school, teaching them what it is to be an `Elevation¿ student.
Area of responsibility:
Provide educational leadership to students, families and primary schools to support the effective educational transition of year 6 - 7 students into the school, including support in the development of IEPs and support plans
Work with the Year 7 Leading Teacher and Assistant Principal for Junior School to create an effective Year 7 Orientation program.
Work with Year Level Leaders, APs for Junior, Middle and Senior School as well as LS for Trauma Informed learning to create an orientation program for new students to the school, to ensure students are inducted as `Elevation¿ students with routines and expectations being taught explicitly.
Connect with transition coordinators at local primary schools to do detailed handovers for students entering Year 7
Use data from primary schools to create Year 7 mentor groups for the following year
Collect data and create year 7 mentor group classes
Organise various Year 7 Transition events including `Showcase Night¿ and `Welcome night¿
Teach students procedures such as LSL, hands up, equipment required for every subject, bell times, etc.
Check locker is set up in the correct way for new students, with a separate subject book for every subject.
Ensure IEPs are created for every student coming from a non-Victorian government school (independent, catholic, interstate or non-fee international) that starts after census date (From March 1st onwards)
Work with LS (Trauma informed learning & Berry Street) to adapt and coordinate the orientation programs
Work with APs for Junior, Middle and Senior School regarding new enrolments
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
To find out more about Elevation Secondary College, applicants can view our website at https://www.elevationsc.vic.edu.au, view our Careers page at https://www.elevationsc.vic.edu.au/our-school/careers/ or meet or leadership team at https://www.elevationsc.vic.edu.au/our-school/meet-the-team/.
To find out more about this position, please contact our HR Manager, Jemma Scerri on (03) 833+ 8000 or [email protected] to make a phone or online appointment with a member of the Executive Team.
Please ensure that your application includes:
Names, contact numbers and email address of at three referees.
A resume including relevant experience as well as personal details, (name, address, contact numbers, business and home number)
A Written section addressing the selection criteria and the requirement for application under the Who May Apply Section.
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.
Location Profile
Elevation Secondary College is a new 7 ¿ 12 Secondary College in Melbourne¿s north. The school opened its doors to its first cohort of Year 7 students in 2020 to a purpose built, state of the art educational facility.
We have built a great school with a powerful professional learning environment. We are excited to add Year 12 to the College in 2026.
In 2026, Elevation Secondary College was named #1 best place to work in Australia/New Zealand in the Government, Education and Non for Profit sector by the Australian Financial Review and Inventium!
The school is situated in Melbourne¿s booming northern growth corridor approximately 23 kilometres from Melbourne and services the rapidly growing and aspirational communities of the Aston and Highlands Estates in Craigieburn, Greenvale and further north to Mickleham. The school has had significant demand for enrolments since opening- well beyond current capacity.
School Vision
Elevation Secondary College is an outward facing school that values improving student learning, social emotional outcomes and educational attainment for all students. The school is known for its academic excellence, orderly learning environments, inclusiveness and the outstanding opportunities it provides its students.
Elevation Secondary College teaches a broad and rigorous academic program that allows students to build skills in the context of a knowledge rich curriculum. Teachers engage students in lessons that challenge their thinking and promote academic effort and rigour. All students are supported in their wellbeing and engagement through a complementary system of high expectations, school wide positive behaviours and trauma informed classroom practices utilising the Berry Street Education Model. The school provides students with a range of extra-curricular programs that enhance learning in the classroom and the ability to engage the wider community, academic and corporate world.
Professional Learning Culture
Elevation Secondary College has a powerful professional learning culture, based on the idea that: ¿if we create a culture where every teacher believes they need to improve, not because they are not good enough but because they can be even better, there is no limit to what we can achieve¿ Dylan Wiliam University of London. Staff at the school maintain a professional approach to teaching and learning. The school has developed a culture of professional learning where observations, walkthroughs, coaching, data and academic research are commonly used to improve practice. Consistent with the schools behavioural expectations of Aim High, Work Hard, Be Good, staff will be expected to be aspirational, improvement focused and maintain positive and professional relationships with all members of the community at all times.
Staff will be expected to balance the need for high expectations of all learners with a positive educational and trauma informed approach to engagement, wellbeing and inclusion.
💡 Quick Summary
Seeking a career-building opportunity? The Leading Teacher | Transition Coordinator | 2026 position is now open for candidates interested in the Government Job Alert 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 Government Job Alert is a plus.
