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, and to improve the curriculum and engagement program of a school.

Leading teachers are responsible for coordinating staff to achieve improvements in teaching and learning which will involve modelling exemplary practice, using student data, collaborating on evidence-based programs, coaching individuals and groups of staff, 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 lead a component of the School's Strategic and Annual Plan, and make a significant contribution to policy development relating to teaching and learning in the school.

All leading teachers are pedagogical leaders across the college, this includes actively leading participating and contributing to the work in all teams (including planning teams, domain meetings, professional learning teams, and more). This also means the ongoing modelling of exemplary teaching, learning and assessment practises in the classroom.

Leading Teacher – SWPBS and Student Engagement and Wellbeing: Year 7

Role: The Leading Teacher: SWPBS and Student Engagement and Wellbeing: Year 7 will lead, coach and assist teachers and staff to provide a coordinated approach to the provision of the sub-school's Learning, Engagement and Wellbeing programs. The Leader works directly with the Sub School team (including Year Level Leader and wellbeing support), the SWPBS Tier 2/3 team, the inclusion team, and outside agencies to provide wrap-around support for students, in coordination with families, and staff.

Responsibilities include but are not restricted to the following:

Lead the SWPBS teams (Tier 1 and Tier 2/3) by co-designing agendas, preparing student data, ensuring delegation of actions and ongoing monitoring of interventions.
Maintain an accurate record of Tier 2 and 3 interventions that are in place at the college, and regularly review the impact of these interventions.
Design and facilitate professional learning on SWPBS, BSEM, and other learning and engagement priorities for whole-school, small groups and individuals.
Lead a range of opportunities for increased student connection, wellbeing and engagement (e.g. camps, assemblies, excursions, pathways events, information evenings, celebrations, competitions, learning showcases and more), and ensure these are strategically planned to avoid disruption and clashes.
Lead weekly case management meetings with Year Level Leaders and supporting Sub School team members using information from SWPBS Tier 2-3 Meeting, including reviewing supports and interventions, identifying student needs, preparing information to bring back to SWPBS Tier 2-3 Meeting (e.g. attendance, behaviour, academic or wellbeing concerns).
Provide targeted coaching, mentoring, observations, feedback conversations, advice and support to Year Level Leaders and Sub School Team to improve their practices in the Sub School. and teams of staff to improve their learning, engagement and/ or wellbeing practices.
Oversee and support Year 7 team operations, including daily incident management, daily and weekly follow-up with students, staff and families, selection and monitoring of consequences and ongoing adjustments.
Lead targeted coaching, mentoring, observations, feedback conversations, advice and support with individual staff, class teams, year level teams and other teams, as well as developing resources to help with this.
Oversee curriculum development and implementation of a cohesive Personal Learning program (Years 7–12), including organisation, excellent learning behaviours, respectful relationships, community awareness, future pathways, career planning, social and emotional development and leadership skills. This includes supporting Year Level Leaders to run meetings with relevant teachers.
Collaborate with Student Leadership to extend opportunities for student voice in Sub School, SWPBS and Personal Learning.
Build, adjust and contribute to the Sub School duty roster to support daily incidents, classroom reflections and referrals, and other supports as needed.
Monitor report data (Progress and Semester) and work with Level Leaders and Learning Specialists to respond as needed (celebrations and delegating interventions for extension and support).
Coordinate regular award systems for individual and class competitions, SWPBS values and Gold Cards, Academic Achievement, and Academic Growth (including assemblies, awards, rewards and excursions).
Oversee Year 7 triaged consequences, including detentions, internal and external suspensions, and return to school planning.
Oversee any students who are on modified time tables, coordinating appropriate stakeholders, communicating with key staff members and ensuring timely review.
Oversee Year 7 Child Safety incidents, and coordinate reporting and follow-up.
Lead parent engagement initiatives including welcome evenings, information nights, community events, onsite interviews and showcases.
Manage Year 6–7 transition programs, including information from the Primary Schools, enrolment interviews, early transition days, orientation days, parent information evenings and first-week programs.
Collaborate on end-of-year programs.
Oversee student transitions between year levels, including class make up and lists, and the transfer of student information and relevant supports and interventions.
Maintain ongoing communication and engagement with external providers and programs to support students and families (including DET-based support and external support).
Regularly celebrate and report to staff, students, and the wider community on Sub-school initiatives and achievements - including newsletter and yearbook content.
Other duties as required by the Principal.

Meetings:

Leadership
Sub-School
SWPBS Tier 1 (Leader + Facilitator)
SWPBS Tier 2/3 (Leader + Facilitator)
Year Level Case Management (Leader + Facilitator)
Year 7 Personal Learning Team
Domain and Teaching Teams

Leading Teacher: Student Engagement and Wellbeing: Year 8 & 9

Role: The Leading Teacher: Student Engagement and Wellbeing: 8/9 will lead, coach and assist teachers and staff to provide a coordinated approach to the provision of the sub-school's Learning, Engagement and Wellbeing programs. The Leader works directly with the Sub School team (including Year Level Leaders and wellbeing support), the SWPBS Tier 2/3 team, the inclusion team, and outside agencies to provide wrap-around support for students, in coordination with families, and staff.

School-Wide Responsibilities include but are not restricted to the following:

Lead a range of opportunities for increased student connection, wellbeing and engagement (e.g. assemblies, excursions, pathways events, information evenings, celebrations, competitions, learning showcases and more), and ensure these are strategically planned to avoid disruption and clashes. This includes City Experience.
Lead weekly case management meetings with Year Level Leaders and supporting Sub School team members using information from SWPBS Tier 2-3 Meeting, including reviewing supports and interventions, identifying student needs, preparing information to bring back to SWPBS Tier 2-3 Meeting (e.g. attendance, behaviour, academic or wellbeing concerns).
Oversee and support Year 8 and 9 team operations, including daily incident management, daily and weekly follow-up with students, staff and families, selection and monitoring of consequences and ongoing adjustments.
Build, adjust and contribute to the Sub School duty roster to support daily incidents, classroom reflections and referrals, and other supports as needed.
Design and facilitate professional learning on SWPBS, BSEM, and other learning and engagement priorities for whole-school, small groups and individuals.
Provide targeted coaching, mentoring, observations, feedback conversations, advice and support to Year Level Leaders and Sub School Team to improve their practices in the Sub School. and teams of staff to improve their learning, engagement and/ or wellbeing practices.
Lead targeted coaching, mentoring, observations, feedback conversations, advice and support with individual staff, class teams, year level teams and other teams, as well as developing resources to help with this.
Oversee curriculum development and implementation of a cohesive Personal Learning program (Years 7–12), including organisation, excellent learning behaviours, respectful relationships, community awareness, future pathways, career planning, social and emotional development and leadership skills. This includes supporting Year Level Leaders to run meetings with relevant teachers.
Collaborate with Student Leadership to extend opportunities for student voice in Sub School, SWPBS and Personal Learning.
Monitor report data (Progress and Semester) and work with Level Leaders and Learning Specialists to respond as needed (celebrations and delegating interventions for extension and support).
Coordinate regular award systems for individual and class competitions, SWPBS values and Gold Cards, Academic Achievement, and Academic Growth (including assemblies, awards, rewards and excursions).
Oversee student subject requests and changes.
Oversee Year 8 and 9 triaged consequences, including detentions, internal and external suspensions, and return to school planning.
Oversee any students who are on modified time tables, coordinating appropriate stakeholders, communicating with key staff members and ensuring timely review.
Oversee Year 8 and 9 Child Safety incidents, and coordinate reporting and follow-up.
Lead parent engagement initiatives including welcome evenings, information nights, community events, onsite interviews and showcases.
Collaborate on end-of-year programs.
Oversee student transitions between year levels, including class make up and lists, and the transfer of student information and relevant supports and interventions, as well as Year 9 into 10 Pathways interviews and subject selection processes.
Maintain ongoing communication and engagement with external providers and programs to support students and families (including DET-based support and external support). Including working with the Careers Team for any Year 9 students eligible for Work Experience.
Regularly celebrate and report to staff, students, and the wider community on Sub-school initiatives and achievements - including newsletter and yearbook content.
Other duties as required by the Principal.

Committee Membership:

Leadership
Sub-School
SWPBS Tier 2/3
Year Level Case Management (Leader + Facilitator)
Year 8 and 9 Personal Learning Teams
Domain and Teaching Teams

Leading Teacher: Student Engagement and Wellbeing: Senior School

The Leading Teacher: Student Engagement and Wellbeing: Senior School will lead, coach and assist teachers to provide a coordinated approach to the provision of the sub-school's Learning, Engagement and Wellbeing programs. The Leader works directly with the Sub School team (including Year Level Leaders and wellbeing support), VCE Teachers, SWPBS Tier 2/3 team, the inclusion team, the careers team and outside agencies to provide wrap-around support for students, in coordination with families, and staff.

Responsibilities include but are not restricted to the following:

Lead a range of opportunities for increased student connection, wellbeing and engagement (e.g. camps, assemblies, excursions, pathways events, information evenings, celebrations, competitions, learning showcases, work experience, Higher Education tasters and more), and ensure these are strategically planned to avoid disruption and clashes.
Lead weekly case management meetings with Year Level Leaders and supporting Sub School team members using information from SWPBS Tier 2-3 Meeting, including reviewing supports and interventions, identifying student needs, and preparing information to bring back to SWPBS Tier 2-3 Meeting (e.g. attendance, behaviour, academic, engagement or wellbeing concerns).
Oversee and support Year 10, 11 and 12 (VCE, VM and VPC) processes for student learning, engagement, work output and attendance each week and term - including staged consequences within the at-risk process.
Oversee and support Year 10, 11 and 12 (VCE, VM and VPC) team operations, including daily incident management, daily and weekly follow-up with students, staff and families, selection and monitoring of consequences and ongoing adjustments.
Build, adjust and contribute to the Sub School duty roster to support daily incidents, classroom reflections and referrals, and other supports as needed.
Design and facilitate professional learning on SWPBS, BSEM, and other learning and engagement priorities for whole-school, small groups and individuals.
Provide targeted coaching, mentoring, observations, feedback conversations, advice and support to Year Level Leaders and Sub School Team to improve their practices in the Sub School.
Lead targeted coaching, mentoring, observations, feedback conversations, advice and support with individual staff, small groups, class teams, year level teams and other teams, as well as developing resources to help with this.
Lead VCE Teacher meetings to ensure rigorous curriculum, assessment and reporting practices are in place
Oversee curriculum development and implementation of a cohesive Personal Learning and Stamina program (Years 7–12), including organisation, excellent learning behaviours, respectful relationships, community awareness, future pathways, career planning, social and emotional development and leadership skills. This includes supporting Year Level Leaders to run meetings with relevant teachers.
Collaborate with Student Leadership to extend opportunities for student voice in Sub School, SWPBS and Personal Learning.
Monitor report data (Progress and Semester) and work with Level Leaders and Learning Specialists to respond as needed (celebrations, follow-up processes and delegating interventions for extension and support).
Coordinate regular award systems for individual and class competitions, SWPBS values and Gold Cards, Academic Achievement, and Academic Growth (including assemblies, awards, rewards and excursions).
Oversee end of program celebrations and graduations.
Oversee student subject requests and changes.
Oversee Year 10, 11 and 12 triaged consequences, including detentions, internal and external suspensions, and return to school planning.
Oversee any students who are on modified or dual school time tables, coordinating appropriate stakeholders, communicating with key staff members and ensuring timely review.
Oversee Year 10, 11 and 12 Child Safety incidents, and coordinate reporting and follow-up.
Lead parent engagement initiatives including welcome evenings, information nights, community events, onsite interviews and showcases.
Collaborate on end-of-year programs.
Oversee student transitions between year levels, including class make up and lists, and the transfer of student information and relevant supports and interventions. As well as the Head Start timetabling and programming at the end of the year.
Oversee external work programs for students in Year 10, 11 and 12 (including VPC and VM students).
Maintain ongoing communication and engagement with external providers and programs to support students and families (including DET-based support and external support). Including with the Year 10 Level Leader and Careers Team to support the Year 10 work experience program.
Regularly celebrate and report to staff, students, and the wider community on Sub-school initiatives and achievements - including newsletter and yearbook content.
Other duties as required by the Principal.

Committee Membership:

Leadership
Sub-School
SWPBS Tier 2/3
Year Level Case Management (Leader + Facilitator)
Year 10, 11 and 12 Personal Learning Teams
VCE Teaching Team
Domain and Teaching Teams

Leading Teacher: Inclusive Education

Role: The Inclusive Education Leader leads and monitors the implementation and monitoring of the school's inclusion plan to embed inclusive education and human rights principles into policies, plans and programs. They also play a key role in the school’s successful transition to Disability Inclusion, which includes leading the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and overseeing staff to utilise specific adjustments and gather the required evidence. The Inclusive Education Leader guides school leadership to use Disability Inclusion funding to resource evidence-based reasonable adjustments, for individual students and cohorts of students.

Responsibilities include but are not restricted to the following:

Lead the preparation of Disability Inclusion profiles and funding applications, resourcing and maintaining accurate, confidential and compliant data, and documentation.
Lead the Inclusion Team (including the Education Support Staff) working within the inclusion program, which involves planning collaborative meetings, embedding professional learning, building their capacity to support students in the classroom and ensuring the program is running effectively.
Document, manage and monitor student needs at the cohort, class and individual level. This includes having a broad understanding of student's experiences, as well as granular notes on individual needs and associated adjustments.
Lead targeted coaching, mentoring, observations, feedback conversations, advice and support with individual staff, small groups, class teams, year level teams and other teams, as well as developing resources to help with this.
Lead and support Student Support Groups (SSGs), ensuring all students have the right number of meetings with the right team present, coordinating the team to effectively implement them, and then ensuring effective documentation and communication with all stakeholders, and follow-up afterwards.
Lead the creation, quality, storage and compliance of Individual Education Plans (IEPs), ensuring all required students have one, and that they have meaningful student, teacher and family voice in both the goal setting and review processes, including documentation and communication with all stakeholders.
Support smooth transitions for students with disability and additional needs, particularly from primary to secondary settings, and those that join during the year, ensuring continuity of support and effective information transfer (involving student observations, teacher conversations and attendance of student support groups).
Collaborate with Student Support Services (through DET), external agencies, and other supporting partners and families to design and implement evidence-based adjustments and supports.
Continue to build parent and carer engagement in planning and monitoring student progress, promoting partnership and shared responsibility for learning.
Other duties as required by the Principal

Committee Membership:

Leadership
Inclusion Team (Leader + Facilitator)
Disability Inclusion Team (Leader + Facilitator)
SWPBS Tier 2/3
Domain and Teaching Teams

Principal Team @ Glenroy

Andrew Arney - Executive Principal

Peta Johnstone - Assistant Principal

Jen Ames - Assistant Principal