Leading Teacher

Role

The Leading Teacher – Vocational Learning Leader – will have overall responsibility for all aspects of Vocational Learning within the College. This includes the leadership and development of programs related to and including the VCE Vocational Major as well as the management of students within that cohort. The Vocational Learning Leader will work directly with the Pathways Leader, Careers team and the Curriculum Leader to develop effective and rigorous Vocational programs for the College. The Vocational Learning Leader will work in tandem with the Senior School Leading Teacher and Year level Coordinators to manage students within the cohort.

The Leading Teacher for Vocational Learning Leader at Elevation Secondary College role includes but is not limited to:

Designing and implementing an effective and rigorous VCE Vocational Major program for the school Leading the implementation of Vocational Major curriculum, pedagogy and assessment, including the development of a Professional Learning Community of VCE VM teachers Managing the day to day student management needs of the VCE VM cohort of students Working in tandem with the Senior School Leading Teacher in the overall implementation of the VCE and management of the senior cohort Working with the Senior School and Pathways Leading Teachers to manage student pathways and transitions Management of day to day student behavioural, wellbeing and attendance matters Maintaining an orderly learning environment within the school Contributing to and supporting the welfare and wellbeing of students through ILPs and SSGs, collaboration with the Mental Health Practitioner, coordination of wellbeing services and coordination of services for VCE VM students Supporting the implementation of Trauma informed education (Berry Street Model) and the School Wide Positive Behaviour Support (SWPBS) Staff support and development including ad hoc support for staff in student related matters, formal mentoring and instructional coaching for staff and leadership of professional learning

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:

Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery; Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school; Leading and managing staff performance and development (review of staff); Teaching demonstration lessons; Leading and managing the development of the school's assessment and reporting policies and practices; Leading and managing the implementation of the school operations and policies related to student welfare and discipline; Leading the development of curriculum in a major learning area and participating in curriculum development in other areas; Responsibility for general discipline matters beyond the management of classroom teachers; Contributing to the overall leadership and management of the school; Contributing to the development of proposals for school council consideration; 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 and Training 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.

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 DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at

Other Information

Other Information

Please ensure that your application includes:

Names, mobile phone number and email address of three referees. A resume including relevant experience as well as personal details, (name, address, contact numbers, business and home number) A section addressing the selection criteria and the requirement for application under the Who May Apply Section.

Candidates who would like further information about the role can book in a phone appointment with the Principal Colin Burke, by contacting Human Resources Manager Jemma Scerri on 8339 8000 or

To find out more about Elevation Secondary College, applicants can view our website at , and our Careers page at .

General Enquiries can be directed to 8339 8000 or .

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

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.

A person is not eligible for employment in the Teaching Service unless that person meets the on commencement in the position.

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. At present, the school has over 700 Year 7 – 10 students and will add an additional year 7 cohort each year until 2025 when it will become a 7 – 12 school. Our senior school VCE planning is well underway.

In 2022, 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

There has been great excitement in the community about the new school, which has been built with a Science, Technology and Arts Building, as well as a general-purpose learning community, Administration Centre and Library. Our second stage is under construction as we speak and It is expected that once all building stages are complete the school will have a capacity of 1200 students.

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 and wellbeing inclusion.

---