Leading Teacher Range Year 7 To 9 - Coaching Across The Curr...

Reference: 1199036

Location Profile

The Creekside K -9 College was completed in 2006 as a campus of the then Caroline Springs College. The college now caters for 1,400 students from Prep to Year 9 and also incorporates a Kindergarten, Occasional Care and a Maternal Health unit to support the whole community and each family on their journey of learning. This is a commitment to the community of Caroline Springs to provide a holistic approach to childhood development, growth and education.
The priority at Creekside College is to meet the individual learning needs of all students; to enhance their learning opportunities and achievement, and to do this in conjunction with families and the community.
The underlying philosophy is to facilitate lifelong development and the growth of students so they can achieve their full potential as individuals and as members of a healthy and productive community. Parents, students and staff are strongly encouraged to work together in partnership to support this improvement.
Parents are encouraged to become involved in the school as partners in the educative journey of students. Parents can become involved in the school through a number of avenues. This parent/school partnership makes a difference. The College and the community are proud of the successes to date and remain committed to focussing on developments and initiatives which put the success of each student at the centre of all efforts.

College Values and Vision

Values – Responsibility, Honesty, Respect and Acceptance

Vision – Creekside K-9 College will instil the values and develop the skills and knowledge that students need to live effective and purposeful lives in the global community.

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.

SC 6 Demonstrated capacity to provide high level feedback and coach/mentor staff to effectively implement a rigorous curriculum, focused on achieving high student outcomes across the College.


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. 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.

Responsibilities –

  • Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery; o Response to Intervention. o Guaranteed and Viable Curriculum. o Implementation of HITS o The Creekside PLC model.
  • Leading the development of curriculum in a major learning area and participating in curriculum development in other areas; o Oversight of identified domains.
  • Coaching by modelling effective learning practice and supporting teachers to seek, analyse and act on feedback on their practice; o Teaching and Learning Initiatives. E.g. HITS, instructional model. o Behaviour Management
  • Leading and managing the provision of professional learning developing team performance and development plans for teaching staff within the priorities of the school; o Coaching of HOD’s. o Whole School Professional Learning - EAL
  • Leading and managing staff performance and development (review of staff);
  • Support in the development of a numeracy improvement plan.
  • Other duties directed by the College Principal.


    Specific responsibilities include:

  • Using data and evidence to direct staff professional learning and curriculum development.
  • Leading the relevant PLC cycle to ensure evidence based teaching and learning
  • Using evidence to ensure high levels of learning for all students in the cohort.
  • Facilitating team planning and the sharing of teachers' experiences relating to classroom implementation.
  • Ensuring the regular, ongoing assessment program is implemented.
  • Tracking, discussing & planning for on–going learning using the tools outlined in the Creekside College assessment schedule.
  • Being an active member of the leadership team.
  • Providing professional development in delivering The Creekside Instructional Model.
  • Modelling and facilitating Collegiate Visits and similar practices which assist in reflection and improvement in teaching practice.
  • Facilitating the moderation of student work across all subject domains.

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 values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET 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 http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

  • 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.