Leading Teacher: Data, Assessment and Reporting 2027 start

Wallan Secondary College: Learning for Life in Melbournes Northern Growth Corridor Wallan Secondary College (WSC) is a dynamic government school catering to Years 7 to 12, located 50 kilometres north of Melbourne in the fast-growing Mitchell Shire. Since opening in 2006 with just 110 students, WSC has grown to over 900 students, reflecting the schools strong reputation for academic care, student support, and community connection.

At the heart of the College is a dedicated team of more than 120 staff, including five Principal Class members and 11 Leading Teachers. Staff are supported through clearly structured teams, targeted professional development, and collaborative planning time. This framework enables staff to deliver high-quality teaching while also nurturing student wellbeing and engagement.

WSC places strong emphasis on student support, offering a range of wellbeing services that include a dedicated wellbeing team, access to counselling, and proactive wellbeing programs delivered through a structured pastoral care model. Programs like breakfast club, homework club, and targeted intervention in literacy and numeracy ensure that every student receives the support they need to succeed.

The College offers a broad, inclusive curriculum with a strong foundation in English, Mathematics, Science, and Humanities, alongside rich offerings in the Arts, Technology, Health and PE, Indonesian, and Music. Senior students benefit from a wide selection of VCE, VET, and Vocational Major (VM) programs to support diverse post-school pathways.

Leadership development is a key focus at both student and staff levels. Students are encouraged to take on formal leadership roles and participate in enrichment opportunities such as performing arts, sport, and student voice forums. For staff, clear leadership pathways are supported through coaching, mentoring, and internal progression opportunities, creating a strong culture of professional growth.

With a sustained focus on learning, support, and wellbeing, Wallan Secondary College continues to build a safe, inclusive, and high-achieving school culture, one that fosters success for every student and empowers staff to thrive in their roles.

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.

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.

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.

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.

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 marrung@education.vic.gov.au 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.

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

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

Accountable to Assistant Principal Teaching and Learning, Principal This Leader will have major responsibilities across all areas of the College for the ongoing improvement of the Teaching and Learning & Engagement and Wellbeing. The focus of this position will be around student outcomes, data literacy and driving school improvement within the College.

This position also involves leading, managing and improving curriculum support systems and programs, such as; data analysis and reporting to staff, testing and examinations, VCAA compliance, reporting and assessment, DET compliance and the development, analysis and reporting of all data measures relating to the Annual Implementation Plan, Strategic Plan and the Priority Review.

It is expected that the Leading Teacher performing this role will: Provide high level educational leadership in the college community and beyond. Provide significant presence as a member of the School¿s Leadership Team. Support the Administration of the College and all other leaders and staff of the College in ensuring all college polices are implemented.

Build and maintain collaborative teams and develop cooperative working relationships that produce excellence in teaching and learning. Demonstrate exemplary classroom teaching skills and successfully employ a range of suitable approaches that assist students to reach their full potential. Provide high level professional assistance to other teachers and to participate in, actively promoting and supporting the College Performance and Development Process; including opening your classroom to other teachers, carrying out observations and walkthroughs and providing critical and constructive feedback.

Actively contribute to and support a broad range of extra-curricular activities including: Discovery Evening, College Tradeshow, Positive Weeks, Parent Information Evenings, Skills for Life Programs, College celebrations and other events. Demonstrate high level communication skills and professional behaviour when interacting with parents, students and colleagues.

Show a strong commitment to developing their own ICT skills and actively use and encourage the use of ICT by others within the classroom. Actively contribute to the implementation of the Review and Strategic Plan, Annual Implementation Plan, along with a broad range of other activities. Adopt a flexible attitude to the Leadership position description and complete other duties as required by the College Principal.

Build school capacity and learning culture Manage and lead the School Improvement Team with consultation with the College Principal. Liaise with other college leaders to coordinate implementation strategies in response to learning data. Oversee the running and implementation of NAPLAN and PAT testing when appropriate.

Oversee Wallan Secondary College collection and collation of college and student performance data sets, including PAT, VCE, NAPLAN and teacher judgements. Lead the College¿s organisation and management of Learner profiles. Organise and implement appropriate working or team groups (as required) to support the capacity development of staff in response to DET initiatives Ongoing coordination and analysis of teaching practices to improve professional development of staff.

Manage and lead the implementation and use of Compass/Pulse data to inform college wide approaches to Teaching and Learning, and Engagement and Wellbeing. Liaise with other college leaders to write, manage, track and monitor the schools progress of the Annual Implementation Plan (AIP). Building middle leader capacity Incorporate data analysis and discussions within Learning Area Leaders meetings to further develop the capacity of staff.

Support the Literacy and Numeracy Leading teachers to integrate a data tracking process across the college. Support the Staff Development Leading teacher to incorporate data driven practices through the PLC cycle. Support the Curriculum and Assessment Leading teacher to incorporate further data driven practices and reporting processes.

Support the Disability Inclusion Leading teacher to integrate data to track Tier 2 and 3 students, and support the building of a disability inclusion profile. Building teacher capacity Work with all teachers in Years 7 to 12 to develop and implement a Student Outcome policy to ensure consistency and focus on improving the use of data and assessment practices.

Lead the ongoing development of teacher practice in response to data and student outcomes. Lead and coach staff in developing an understanding of relevant data, the ability to analyse data and use it to develop a teaching and learning programs and strategies. Work with all teachers to ensure teacher judgements of students learning are accurate throughout the year and on semester reports.

Conduct PDP conversations with staff to ensure accountability across the college. Building Student Capacity Assist members of the Leadership Team to identify underachieving and low achieving students and develop and implement strategies to improve their performance. Investigate, with other leaders, VCE teachers and experts, strategies for improving student performance across all studies.

Identify high achievers and work with these students to extend and improve their learning outcomes. Building Parent and Community Capacity Work very closely with members of the leadership team and the College community in promoting continual improvement of teaching practice across the college. Work with staff to communicate with families on positive achievements.

Provide regular curriculum information, advice and reports on college curriculum developments and decisions to the leadership team, staff, council and the community. Create VCE SAC Calendars. The College Data, Assessment and Reporting Leader in conjunction with the Assistant Principal will be required to develop a term-by-term action plan that outlines the actions to be undertaken towards achieving the Strategic Plan and the goals of the Annual Implementation Plan.

This term-by-term action plan will be approved and reviewed by the College Principal.

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

No job description available

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 .