Year Level Leader (Leading Teacher)

About this role

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 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 teacher may include but are not limited to: • Lead and manage the implementation of whole-school improvement initiatives, including strategic plan priorities, curriculum planning and delivery, and assessment and reporting policies and practices. • Lead the development of curriculum in a major learning area, while contributing to curriculum development in other areas. • Lead and manage staff professional learning (including in support of Annual Implementation Plan goals), performance and development ¿ including individual/team development plans and teaching demonstration lessons. • Lead and manage the implementation of school operations and policies related to student welfare and discipline, including responsibility for discipline matters beyond the classroom teacher level. • Contribute to the overall leadership and management of the school, including proposals for School Council consideration. Year Level Specific Responsibilities • Lead a weekly meeting with your Learning Community Leaders (LCLs), wellbeing and inclusion team for one period per week during a common timetabled weekly time allowance period monitoring student EAW, attendance, inclusion adjustments and learning achievement. • Use student data (attendance, academic progress, learning behaviour, wellbeing, PAT, NAPLAN and VCE achievement data) to identify trends and implement targeted interventions that improve engagement, achievement and senior secondary pathways outcomes. (depending on the year level you are leading) • Lead the implementation of VTLM 2.0 elements of learning and teaching across the college. • Lead Positive Classroom Management Strategies (PCMS) and the consistent implementation of the College's vision, values and expected behaviours to create a safe, engaging and purposeful learning environment, promoting high expectations that enhance student achievement, participation and connectedness. • Lead compliance with DET attendance requirements, including monitoring, intervention and escalation as per WHC Attendance policy and processes. • Support the role of Mentor teachers in providing pastoral and engagement support for students, including leading the development and delivery of the Mentor Curriculum at the relevant year level, including Respectful Relationships, student goal setting, pathways, and subject/course selection. • Develop and lead the planning and implementation of unique year-level experiences ¿ incursions, camps, excursions and co-curricular programs ¿ that strengthen engagement, connection and belonging. • In conjunction with relevant leaders and support services, manage critical incidents and coordinate student support, working with staff, the EAW team, parents/carers and other services to identify needs and implement interventions. • Lead Transition and Induction Programs and engage students and families in key processes (Parent Information Evenings, Learning Conversations, assemblies, events) to strengthen partnerships in learning. • Work with key pathways staff to deliver essential pathways activities across the relevant year levels. • Work collaboratively with other Year Level Leaders (YLLs), LCLs and other key staff to ensure consistency of practice and promote student voice, agency and leadership. • Create and lead the implementation of assessment schedules in conjunction with the Curriculum Leading Teacher for your relevant year level. Other/Whole School • Lead and coordinate key college events, including whole-college and year-level assemblies and special events. • Undertake any other duties 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. 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 Other Information: A school tour for prospective candidates will be conducted on Friday 31st July between 9.30am-10.30am; and Tuesday 4 August between 4pm - 5pm. Please book in by emailing [email protected] 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 Qualification Requirements 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 Western Heights College is a government co-educational single campus secondary college located in the heart of the Hamlyn Heights just a short drive from the Geelong city centre, the Geelong Ring Road and nearby rural towns in the Golden Plains Shire. The college is located within state-of-the-art modern buildings which connect learning, to our community and reflects our leading-edge work in curriculum design and delivery for our community. The college¿s purpose is to empower students to strive for success and excellence in their educational journey with a focus on learning growth, high expectations, holistic well-being, creativity and innovation reflected strongly in the schools 3 values courage, responsibility and inclusivity. The college offers flexible indoor and outdoor learning spaces as well as an array of educational opportunities to empower students to strive for success and excellence in their educational learning journey. The college has a strong focus on literacy and numeracy across the college. Global learning and thinking are a priority for the College with the school inclusive of cultural diversity, offering EAL and Chinese mandarin as its language. The college has sister schools based in China. Leadership, interpersonal development and student voice and agency in learning are a focus for the school with its offerings of exceptional dance, music, theatre studies, technology, STEM, outdoor education, and art programs on offer. The college has an exciting camps, international tours and excursions program with opportunities to include local, interstate and international experiences to places like Mount Buller, Kokoda, Central Australia, China, New Zealand, the USA and Europe. The College is also involved regularly in the School for Student Leadership Opportunities for Year 9 students. Western Heights College's renowned Specialist Sports Program (SSP) is unique in the Geelong region, offering pathways across AFL, Basketball, Netball and Soccer, with a High-Performance and Olympic Pathway Program added in 2025. More than 600 student-athletes from Years 7 to 12 train under elite coaches with genuine professional pedigree, supported by strong partnerships with leading sporting clubs and academies. Backed by a state-of-the-art High-Performance Centre and sports science partnership with Deakin University, the program balances elite technical development with academic support and athlete wellbeing ¿ producing state and national champions and championships and alumni who have gone on to professional and representative sporting careers. All students belong to learning communities with developmental personal learning goals and pathways plans, supported by a mentor program. Years 7 and 8 students are supported in their learning communities by a teacher team focused on building key skills, knowledge and understanding. An innovative personalised program for Year 9 and 10 students includes access to VCE, the Head Start Program, School Based Apprenticeships (SBA¿s) and Vocational Education Training (VET) studies. Years 11 and 12 students choose from a wide range of studies, combining academic VCE, vocational and applied learning programs and certificates (VET/VM). Western Heights College has an active and fully engaged College Council, establishing strong links with the local community, including partnerships with the City of Greater Geelong, Vines Road Community Hub, the Geelong Regional Library and many local and elite sports groups and partnerships co-located on site. The school has a capacity of 1200 students and in 2027 predicted enrolments currently sit at 1185.