EMPLOYMENT

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. SC6 Demonstrated high level ability to lead both culture and practice that embody challenge, support, and professional growth in wellbeing and engagement leading to improved student outcomes. 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. 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 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. The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ, 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 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines). Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via education.vic.gov.au 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 Leading Teacher - Student Wellbeing and Engagement Kew High School is a vibrant, inclusive learning community committed to student growth, wellbeing, and achievement. The Leader of Student Wellbeing and Engagement is a member of the School Leadership Team and works in partnership with the Principal Team, Year Level Coordinators, and the Wellbeing Team to ensure that students feel safe, supported, and connected to their learning and the school community. This position plays a pivotal role in creating and sustaining a positive school climate, designing and coordinating wellbeing programs, and building teacher and leader capacity in supporting student engagement and inclusion. The Leader of Student Wellbeing and Engagement leads a holistic approach to student support, behaviour, and belonging. The role promotes evidence-based practice, restorative approaches, and whole-school strategies to enhance wellbeing, support for vulnerable students, agency, and achievement. The role aligns with the school's Strategic Plan priorities: To maximise learning growth for all students To strengthen student engagement in learning through a positive and supportive culture of high expectations Student Wellbeing and Engagement - Key Responsibilities In accordance with the Victorian Government Schools Agreement and Leading Teacher classification, be a key contributor to whole school improvement in the following keys areas: Leadership and Strategic Implementation Lead the development and implementation of whole-school wellbeing and engagement strategies aligned with the School Strategic Plan and Annual Implementation Plan (AIP) Champion the School-Wide Positive Behaviour Support (SWPBS) framework Lead responses to DET wellbeing and inclusion initiatives (e.g., FISO 2.0, Respectful Relationships, Safe Schools) Contribute to the leadership of the school through active participation in the Leadership and School Improvement Teams Promote student voice and agency in wellbeing and engagement structures and policies Whole School and Targeted Wellbeing and Engagement Programs Lead the Wellbeing Team and manage case allocation, referrals, and documentation via Compass and DET systems Ensure best practice strategies are in place to support individual students, including behaviour and safety plans, IEPs, and transition support for students at risk Build positive relationships with external services and agencies (e.g., Headspace, KESOs, Lookout, SSSOs) to coordinate holistic support Lead or support celebration and awareness events including RUOK Day, Mental Health Week, and IDAHOBIT Support implementation of the Lookout Program, Disability Inclusion (Tier 1 and 2), eSmart and ATSI programs in collaboration with relevant staff In collaboration with the Principal Team and the Wellbeing Team, lead the school¿s response to critical student wellbeing incidents In collaboration with the Principal Team and the Wellbeing Team ensure that Department of Education and Training policies and requirements are met in managing complex cases In collaboration with team members, build capacity of middle leaders to effectively support student wellbeing and learning Enhance the capacity of all teachers to deliver a differentiated curriculum using the school¿s instructional model Lead a student culture based on the values of the school, Accountability, Social Equity, Participation, Integrity, Respect and Excellence In collaboration with team members, implement the school-wide positive behaviour framework and build capacity of middle leaders and teaching staff to consistently and effectively respond to student behaviour Student Engagement and Transitions Coordinate wellbeing-focused transition programs from Grade 6 to Year 7 and for mid-year enrolments in conjunction with the Leader of Middle School and Assistant Principal overseeing transition Promote parent and carer engagement through family forums, newsletters, breakfast events, and partnership programs Develop systems and strategies to support student attendance, connectedness, and inclusion Identify students at risk of disengagement and lead intervention planning and support options with the Leaders of Middle and Senior School Professional Learning and Staff Development Build staff capacity in wellbeing, restorative practice, and inclusive teaching through coaching and professional learning Support and contribute to the staff performance and development process Promote collaboration and shared practice through data-informed team planning and reflective practice Policy, Systems, and Data Lead the review and development of school policies related to wellbeing and engagement Use student wellbeing and engagement data to identify trends and lead responses at whole-school, cohort and individual levels Ensure all DET compliance requirements related to wellbeing and inclusion are met Manage communication, systems, and documentation across Compass, DET platforms, and relevant wellbeing records The successful applicant may be required to carry out additional duties as determined by the Principal. Student Wellbeing and Engagement - Desirable Attributes The successful applicant will: Be an exemplary teacher and leader with expertise in wellbeing and engagement demonstrating a deep understanding of adolescent development, trauma-informed practice, and inclusion Demonstrate a strong commitment to inclusion, equity, and the engagement, wellbeing, and learning growth of every student Possess excellent interpersonal and communication skills, with the ability to inspire and lead others and to lead teams and liaise with families and external agencies Demonstrate evidence of successful leadership in whole-school or sub-school initiatives with demonstrable improvement in student outcomes Display strong organisational and administrative skills to manage programs, teams, and events effectively as well as the ability to manage multiple wellbeing priorities. Student Wellbeing and Engagement - Application Instructions Applications must be lodged through Recruitment Online by the due date and include: A cover sheet (which can be a letter) providing contact information including home address, email, and a mobile phone number of the applicant A CV with a summary of experience and qualifications A response to the Kew Selection Criteria of no more than 10 pages The names, email addresses, and mobile numbers of three referees who can provide information regarding the applicant in relation to the key selection criteria. All documents can be saved as clearly labelled PDF files and uploaded to RoL. Please ensure your name is included in the title of each document. Applicants should ensure their personal profile on Recruitment Online is up to date. Please note: for shortlisted applicants, referees will be contacted by email before interview. 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 VIT LANTITE To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person. Location Profile Kew High School is a high performing co-educational school located in the inner eastern suburbs of Melbourne. The school was established in 1963 and continues to proudly provide an outstanding, holistic education to students of the local community. In 2025, Kew High School is comprised of 1002 students and 97 equivalent full-time staff. The staff includes 3 Principal Class members, 71 equivalent full-time teachers, 1.2 paraprofessional staff and 21.8 education support staff. The school prioritises high expectations and places students at the centre of a comprehensive learning and teaching program. The Kew High School motto is: ASPIRE, STRIVE, ACHIEVE and the values of the school are founded in the first word of the motto, ASPIRE. Students and Staff are deliberately and actively guided by the values of Accountability, Social Equity, Participation, Integrity, Respect and Excellence in all aspects of school life. These school values inform the agreed learning behaviours in our classroom norms, they frame our positive behaviours framework and are consistently reflected in the broad co-curricular programs across the school. In 2023, Kew High School celebrated its 60th Anniversary and the school has been proud to offer the local community access to the highest quality, co-educational, public education over the past 60 years. We are continuously improving our general and specialist teaching spaces and in 2022, a $10.8m STEM Centre was opened. We also have a dedicated music centre and a competition double gym and professionally equipped theatre, which are both heavily utilised by community clubs and groups. Kew High School prioritises community development and has active parent and alumni groups who regularly engage with activities and programs at the school. We have established and developed a wide range of partnerships to enable excellence in our curricular and extra-curricular programs. We recognise the importance of extra-curricular learning and development with a broad range of camps, tours, performances, competitions, and expeditions locally, interstate, and internationally. Kew High School is committed to child safety. For Kew High School's Child Safe Code of Contact and Statement of Commitment please see www.kew.vic.edu.au Applicants should visit www.kew.vic.edu.au to access school documents.