Work Type: Ongoing - Full-timeSalary: Salary not specifiedGrade: Leading Teacher - Range 3Occupation: Leading teacherLocation: Melbourne - Southern suburbsReference: 1526862### Selection Criteria
KEY SELECTION CRITERIA 1. 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. 2. 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. 3. 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. 4. 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. 5. 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. 6. Demonstrated ability to meet the specific role description for this position.### 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 school goals. Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan. Leading teachers¿ professional conduct is characterised by the positive quality of the relationships they have with their learners, the parents / carers of their learners, and families, communities and their colleagues.SPECIFIC ROLE DESCRIPTION The leadership structure of the GWSC MiddleSchool comprises three key roles; Director of Engagement (Years 8-9), Director of Learning (Years 8-9), and Director of Year 7. Together, these Directors work collaboratively to ensure the effective running of the Middle School, supporting both student learning and wellbeing through strong, purposeful, and distributed leadership. While all Directors lead the same sub-school team, each holds responsibility for a distinct portfolio and provides leadership through that lens. This distributed leadership model enables a cohesive and consistent approach to student support while drawing on the unique strengths and priorities of each role. Each Director ensures that students are known, cared for, and challenged to achieve their personal best, and that staff are supported in creating a learning environment grounded in high expectations, inclusion, and continuous improvement. The Middle School Leadership Team is a dynamic and united group that provides thoughtful, strategic, and innovative educational leadership within a large, vibrant learning community. The team fosters a culture of life-long learning and holds high expectations for every learner. The work of the Directors is guided by the College Strategic Plan and the Annual Implementation Plan, which outline the goals, priorities, and collective efforts of all staff. In line with these key documents, Directors of Middle School have a central role in ensuring that:* Each student is known as an individual and supported to make consistent progress in both wellbeing and learning. * High-quality teaching and learning practices are consistently embedded, strengthened, and refined across every classroom to support high levels of learning growth, engagement, and achievement for every student.
In fulfilling these responsibilities, Directors are expected to demonstrate exemplary professional conduct. Their leadership is characterised by the strength of their relationships with students, staff, families, and the broader community. They lead with integrity, act as collaborative and supportive team members, and model the values and expectations of the College.### Responsibilities
SPECIFIC DUTIES* Provide effective and dynamic leadership in the area of student engagement (Years 8 and 9) across the Middle School. * Attend regular meetings with the Middle School Team, College Executive and College Leadership Team. * In collaboration with the Middle School Directors, lead weekly meetings with the Year Level Leaders and Programs Coordinator, with a focus on student engagement, wellbeing, learning, and operational matters. Where possible, embed professional learning into these meetings to support continuous staff development. * Lead and support Year Level Leaders and classroom teachers in all matters pertaining to Year 8 and 9 student behaviour, wellbeing and engagement, and to foster partnerships between parents and the College in dealing with these issues, embracing the whole school Restorative Practices approach. * Drive a sustained focus on GWSC priorities by embedding College Values and promoting a culture of high expectations. * Maintain effective communication with parents, students and staff including communication via Compass, NewsFeed, Screencast, Handbook (staff and students), and GWSC website. * Lead the consistent and effective use of Compass Chronicle, ensuring Year 8 - 9 student behaviour and wellbeing information is accurate, up to date, and appropriately accessible to teaching staff. * Work collaboratively with the Wellbeing Team to ensure that all Year 8 and 9 students¿ wellbeing needs are met in a safe, supported and inclusive environment. * In collaboration with the Director of Wellbeing, lead engagement and support for all Year 7-9 students in Out of Home Care, Youth Justice, and Aboriginal and Torres Strait Islander backgrounds. This includes oversight of Individual Education Plans (IEPs), Student Support Group (SSG) meetings, and the development of additional plans as required. * Manage all Year 8 and 9 mandatory reports in conjunction with the principal team and wellbeing team, and work with external agencies linked in with our students. * Lead reponse to student behavioural challenges in reference to the Student Management Framework (Year 8 and 9). Taking the lead for all Tier 3 incidents and supporting Year Level Leaders and classroom teachers with Tier 0 - 2 behaviours. * Leadership and oversight of student attendance across years 8-9. This role is key to promoting positive attendance habits, responding to absenteeism trends, and supporting student re-engagement. Working collaboratively with staff, students, and families, the Director leads early intervention strategies that address barriers to attendance and ensure all students remain connected, engaged, and supported in their learning. * Work in conjunction with the Director of Wellbeing, Department of Education and external professionals, including allied and medical health providers, to ensure Year 8-9 student behavioural and wellbeing needs are met and appropriate, evidence-based adjustments are implemented. * Lead the support and planning for Year 8- 9 students with specific, wellbeing and behaviour needs, including coordination of SSGs and the development Behaviour Support Plans, Attendance Plans, Safety Plans, and Risk Management Plans, drawing on and evidence informed adjustments. * Lead and build capacity of the Year Level Leader's to draw on data to identify student needs, to write and implement plans such as Behaviour Support Plans, containing measurable goals, student and parent voice. * Liaise with the Disability Inclusion team to ensure Year 8 and 9 funded students (focus wellbeing, behaviour, social) are identified and appropriate support structures are implemented, including attendance at key SSGs (as needed). * Draw on professional expertise and training to develop evidence-informed Recommendations for Specialist Involvement (ROSI) to support student adjustments and Disability Inclusion Profile (DIP) processes as required. * Work collaboratively with the relevant Assistant Principal to manage the Year 8 enrolment process for new students entering the Middle School and their transition into the College; including induction and orientation of new students. * Ensure all essential information including the new student enrolment summary and EAL eligibility is available on Compass Chronicle. (pinned) * Coordinate Year 8 student enrolments into their classes, taking into consideration subject changes, class sizes, clashes etc. * Oversee end of year form creation for annual class creation for students moving 8 into 9. * Oversee the transition of students between EAL and Mainstream English as required, ensuring clear documentation pinned on Chronicle. * Oversee the development and implementation of Year 8 - 9 weekly student assemblies and end of term assemblies, in collaboration with the Director of Engagement 7. * Ensure student achievement is recognised and celebrated. * Oversee Year 8 and 9 Level Events, such as Celebration Days, Camp. * Lead student leadership and student voice within the Middle Sub School, including student captains such as form, peer support and subschool. * Lead and implement innovative programs that enhance engagement, belonging, and wellbeing for students in Years 8 and 9, ensuring all learners are supported to thrive academically, socially, and emotionally within the Middle School environment. * Support the organisation, and participate in Middle School events including celebration days, Parent Information Nights, and Presentation Night, leading those relevant to your portfolio. * Oversee Locker Allocations Year 8 - 9 to support a safe, orderly, and well-organised environment, in collaboration with Director of Year 7. * In collaboration with the Middle School Directors, design a cohesive action plan to develop and implement targeted Professional Learning for the Year Level Leaders, in consultation with the relevant Assistant Principals. * Lead whole school professional learning, with a focus on Year 8 and 9 engagement and sub school operations, including the annual contribution to the Induction Program for new staff. * Promote the 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 the Child Safe Standards. The school's Child Safety Code of Conduct is available on the school's website. * Any other duties as directed by the Principal or their delegate.
SCOPE Reports to the Principal Team, specifically the Assistant Principal Leading Middle School. and collaborates with all Directors and Year Level leaders in Middle School. They will report to other relevant Assistant Principals for aspects of their portfolio as required. The Director of Engagement Years 8-9 is a member of the Leadership Team and the College Executive.### 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.### Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via [email protected] 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.### 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
If you have any queries about this advertised position, please reach out to Assistant Principal, Amanda Provis, or College Principal Suzanne Plant on 8805 6700. Please note, we aim for our new strategic plan will be published to our college website (https://www.gwsc.vic.edu.au/) by Monday May 18.### Conditions of Employment
To be eligible for employment, transfer or promotion in the principal or teacher class:* The person must have provisional or full registration approved by the Victorian Institute of Teaching; and * if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and * a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.### Location Profile
Glen Waverley Secondary College is a high-performing, inclusive, and dynamic learning community, proudly educating roughly 2400 students from Years 7 to 12 in Melbourne's eastern suburbs.
Our vision, Growing respectful, responsible, resilient global citizens who value diversity and lifelong learning; is enacted through our values of Respect, Diversity, Commitment, Perseverance, and Accomplishment. These values are embedded in daily practice, guide decision-making, and are celebrated through the Gain Wisdom Merit Program, which recognises students who exemplify our school values. We provide a safe, supportive, and orderly environment where every student is encouraged to achieve their personal best. Our teaching and learning programs are underpinned by evidence-based practice, ongoing professional learning, and a commitment to high expectations for all students. As a Respectful Relationships Lead School, we foster a culture of respect, equality, and inclusion, ensuring that positive relationships are central to our school community. We actively value student voice and agency, recognising that student perspectives help shape learning, wellbeing, and the broader school experience. While we are proud of our consistently strong VCE and NAPLAN results, we are most proud of our students learning growth and our commitment to knowing and supporting each learner as a whole person, academically, socially, and emotionally. Our curriculum is broad and diverse, offering pathways to meet the needs and aspirations of all learners, including VCE, VCE Vocational Major, VET programs, and university extension studies. Specialist programs in STEM, Languages, and the Arts, alongside a comprehensive wellbeing framework, ensure that every student can pursue their passions and prepare for future success. Students are encouraged to immerse themselves in all aspects of school life, including our expansive, student-led Clubs Program, which offers a wide range of academic, cultural, creative, sporting, and service opportunities. Through our dedicated GWSC Clubs platform, students can explore, join, or even establish new clubs, ensuring the program continually reflects student voice and innovation. We offer an extensive range of co-curricular opportunities, including our renowned Instrumental Music Program, competitive sport, peer support, visual and performing arts, science and technology competitions, and a thriving student leadership program. These experiences enrich learning, build confidence, and foster a strong sense of belonging. Glen Waverley Secondary College is a culturally rich and globally connected school community. We value the contributions of our families, alumni, and community partners, who work with us to provide real-world learning experiences and support student growth beyond the classroom. With a proud history of academic excellence and a vibrant culture of participation, Glen Waverley Secondary College is a school of choice, where students are empowered to learn, lead, and succeed. Applications close Sunday 24 May 2026 at 11.59pm Posted 11 May 2026
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