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. 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. 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 staff and student culture and practice that embody challenge, support, leadership and agency for middle school students 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 - Leader of Middle School Kew High School is a diverse and inclusive learning community committed to the development of student agency, academic growth, and wellbeing. The Middle School comprises students in Years 7¿9 and plays a critical role in shaping their engagement, identity, and ongoing growth and achievement as learners. This role is both pastoral and instructional in nature, focusing on middle years development, advising on effective curriculum planning, student engagement and wellbeing, and inclusive leadership of a team of middle school coordinators. The Leader of Middle School is a highly skilled and compassionate educational leader with a deep understanding of adolescent development. They are responsible for creating a safe, inclusive, and engaging learning environment where every student can thrive academically, socially, and emotionally. 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 The Leader of Middle School is a member of the school¿s Leadership Team and Student Services Team and plays a key role in realising the goals of the School Strategic Plan. Leader of Middle School - Key Responsibilities In accordance with the Victorian Government Schools Agreement and Leading Teacher classification, the Leader of Middle School will be a key contributor to whole school improvement in the following keys areas: Leadership and Strategic Implementation Lead the development and implementation of middle years initiatives aligned with the School Strategic Plan and Annual Implementation Plan (AIP) Champion a culture of high expectations, engagement, and wellbeing for Years 7¿9 Drive a whole-school approach to positive behaviour through the School-Wide Positive Behaviour framework Build the capacity of Year Level Coordinators (YLCs) and teaching staff to implement restorative practices and inclusive student management Promote student leadership, responsibility, voice, and agency in the classroom and in broader school and community life Leading and managing the implementation of school operations and policies related to student welfare and discipline and responsibility for general discipline matters beyond the management of classroom teacher Lead, participate in, model, and advocate for whole school improvement strategies that support school improvement priorities Curriculum, Pedagogy and Assessment Lead a team of staff to plan and implement a differentiated, inclusive curriculum underpinned by the Kew Learning Model Ensure middle years curriculum is engaging, relevant, and developmentally appropriate Collaborate with the Leadership Team to analyse and respond to student data (NAPLAN, PAT, teacher judgments) Contribute to curriculum evaluation and redesign to support student choice, goal setting, and self-regulation Student Wellbeing and Engagement Lead the implementation of strategies to monitor student wellbeing and engagement, identifying students at risk and working in collaboration with the Wellbeing and Student Services teams with a focus on early intervention and tiered systems of support Lead the design and delivery of programs that support student belonging, transition, resilience, and social and emotional development Ensure effective transition into Year 7 and from Year 9 to Senior School, including liaison with primary schools and feeder institutions and supporting the collation and use of Grade 6 data to facilitate class placements at Year 7 Coordinate wellbeing support in collaboration with Year Level Coordinators, the Leader of Student Wellbeing, and other relevant staff Embed a restorative approach in line with SWPBS strategies Oversee the development of additional support strategies to ensure accountability and support for students to meet academic expectations School Culture and Community Engagement Establish and maintain clear expectations for uniform, attendance, academic progress, and behaviour across Years 7¿9 Build strong partnerships with parents through regular communication, family engagement events, and learning conversations Organise and lead key events such as Year 7 transition, student leadership selection, year level assemblies, and celebration events Support the development of student leadership opportunities including Middle School Captains and Student Representative Council representation Lead the development and publication of Middle School Handbooks and contribute to newsletters and public-facing communications Embed and celebrate the school values (ASPIRE) in the Middle School Team Development and Professional Learning Model exemplary instructional practice aligned with the Kew Learning Model Coach and mentor staff to build a professional culture of reflection, collaboration, and continuous improvement Support and contribute to staff performance and development processes Lead Middle School meetings and sub-school data reviews to guide collective inquiry into student outcomes Contribute to the overall leadership and management of the school and be an active member of the Leadership Team and Student Services Team Contribute to the development of proposals for Leadership Team and School Council consideration Participate in professional learning to increase knowledge and capacity and to share this their role in the school The successful applicant may be required to carry out additional duties as determined by the Principal. Leader of Middle School - Desirable Attributes The successful applicant will: Be an exemplary teacher and instructional leader with deep knowledge of effective middle years practice able to lead and support others in the ongoing evaluation and improvement of practice 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 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. 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.
