Narre Warren South P-12 College is committed to the development of young people so they can become fulfilled, positive members and leaders within our community. By recognising and celebrating diversity, high aspirations, and positive relations, we create a harmonious school that has a positive sense of purpose and a commitment to each and every individual. For context, Narre Warren South P-12 College is arguably the largest single campus school within Victoria’s Department of Education with an annual enrolment of approximately 2,400 students who are supported by 350 dedicated staff.

The College’s PRIDE (Perseverance, Respect, Integrity, Dedication, Excellence) values are the centre piece of its Teaching, Learning, Wellbeing, and Inclusion programs. The College is categorized as “low” compared to other State schools in socio-economic terms. The school family occupation and education (SFOE) index is 0.6028.

Cultural diversity is a feature of the College community with at least 50 ethnic groups represented, speaking 64 languages. These students and their families are extremely well supported through the establishment in recent years of a formal Multi-Cultural Engagement Team that provides personalised ongoing family assistance across the P-12 journey.

Moreover, and most importantly the College is committed to the provision of strong academic and vocational pathways reflective of highly consultative course counselling. It is within these conversations families and students hear of the pleasing breadth of choice and the capacity to individualise a student’s learning. Authentic points of transition are a feature at P-12 with the majority of existing Year 6 students entering P-12’s vibrant Year 7 program. This cohort is then complemented by healthy ongoing enrolments from its 5 feeder primary schools. The College currently offers formal, bona fide Melbourne Rebels Rugby and MCFC Academies and Specialist Pathway Programs across Advanced Sports, Music, Dance, Drama, STEM, Visual Arts and Multimedia.

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 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.

Expressions of interest for the position can be emailed to Lachlan Yeates at [email protected]

The closing date for expressions of interest Tuesday 23rd September 2025 containing a response to the key selection criteria and resume.