Location Profile University High School is a large inner-city secondary school, catering to the local area including Parkville, Carlton, North Melbourne and the Melbourne CBD. The school has a rich and proud history of providing outstanding educational opportunities to its unique and diverse local community, which represents a wide range of language, cultural and socio-economic backgrounds. Our students are the heart and soul of our school, and enrolment growth has been rapid over the past five years. In 2025 we have over 1975 students enrolled. All Year 9 students are based at the newly opened Lonsdale St campus for their entire program, and up to 150 Year 11 and 12 students are enrolled in the specialist science program, Elizabeth Blackburn Sciences (EBS). This is a select-entry program, but UHS itself is a neighbourhood, not a select-entry, school. UHS is also the host school for the Gene Technology Access Centre (GTAC), the first of the state-wide Science Centres, which celebrated its 20th anniversary in 2024. In 2025, the school is in the fourth year of its Strategic Plan and revised leadership structure. This Strategic Plan has had a focus on developing consistent, collaborative and whole-school practices to support strong student-teacher relationships and connection to school; and to enhance student learning growth through responsive and explicit teaching. This has led to the development of new, whole school frameworks for both relationships and engagement (using BSEM and SWBPS) and for teaching and learning. The school's values were redefined in 2022. They are: - Curiosity: We are open to new ideas about the world and each other. We seek to learn, explore and understand. - Kindness: We treat each other and our world with respect, humanity and empathy. - Excellence: We uphold high standards, challenging ourselves to grow in all we do. We persevere and show resilience to be our best. - Connection: We know that we are stronger together. We work to ensure that all belong equally in our community. Students are expected to engage with all aspects of the formal curriculum and recognition is given to both outstanding achievement and to positive participation and improvement. The co-curricular program caters for a wide range of student interests and abilities and student participation at all levels is fostered. Student voice and leadership is embraced within the school and at all levels through a variety of forums. The school's curriculum encompasses the breadth of Domain learning areas with students undertaking a wide range of subjects. Year 7 and 8 provide a solid foundation in all learning areas; whilst Year 9 students combine a year-long standard curriculum program with opportunities for guided thematic inquiry and community engagement. Students in Years 10-12 access an elective program with a rich choice of subjects including VCE, VCE-VM and VET. Staff work in collaborative teams through domains, program areas and Professional Learning Communities (PLCs). A wide range of professional development opportunities, in both internal and external contexts, are available to all staff. 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. Please address all Selection Criteria. 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 Student Learning, Engagement and Pathways Lead the development and implementation of student engagement and management strategies within the sub-school, especially through the implementation of the Berry Street Education Model Support the implementation of the school¿s positive behaviour framework, including the use of data to develop effective intervention strategies that enhance and sustain both learning and social behaviour Work with the HOSS team and relevant APs to develop and implement consistent, school-wide student management systems and processes and to communicate these to staff Establish and implement systems and processes for actively monitoring and promoting student attendance, engagement and progress Support sub-school coordinators, teachers and staff in the management of student wellbeing, learning and disciplinary matters Support transition and induction of new students into the sub-school Working with the Programs and Pedagogy Leaders and relevant APs, support student subject selection processes Promote co-curricular and leadership opportunities for students and assist in the selection of students for particular programs Build student belonging and connectedness through promotion of school values and sub-school spirit Actively celebrate and promote student achievement, voice and leadership, including through assemblies and other events and programs Ensure that student learning and wellbeing needs, including Individual Education Plans, are communicated effectively to classroom teachers and other relevant staff Liaise with relevant staff to ensure that there are documented plans to monitor and meet the needs of vulnerable students, including those in Out of Home Care, in the PSD program, Aboriginal and Torres Strait Islanders and other at-risk groups Implement referral processes to the student wellbeing team Understand and implement relevant DET policies within the sub-school, in line with whole-school frameworks Work with the school Careers team to support the implementation of the Careers curriculum and related events Staff Development and Support Support, coach and provide or identify relevant professional learning for sub-school coordinators Provide support for classroom teachers in understanding and implementing school approaches for engagement and classroom management Provide timely and efficient communication to school staff regarding year-level or sub-school events Plan, prepare and coach classroom teachers in the delivery of student engagement, transition and wellbeing activities Parent and community engagement Build collaborative relationships and maintain regular communication with parents and carers to support student success Represent the sub-school at family information evenings; delivering information as relevant to the sub-school Provide written communication regarding sub-school events and student success for handbooks, newsletters and the school website Operational Manage the sub-school program budget to ensure that appropriate resources are allocated to support sub-school programs Plan and manage sub-school camps and other sub-school major events Support the effective use of Compass pins, Chronicle and other modules Leadership team membership Work with the school leadership team to develop and implement school Strategic Plan and AIP goals Actively participate as a member of the school leadership team, including through leadership team meetings, school events and modelling of inclusive and participatory leadership behaviours Supports and works with AP - Sub schools AP - Senior Pathways HOSS team LT - Student Services Student Voice and Leadership coordinator Broader leadership team Sub-school Coordinators Student Services team as required 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 Selection process The selection process will include a written application addressing the Leading Teacher Key Selection Criteria, an interview, and a presentation. Responses to KSC should be no more than 2 pages per criteria, and no smaller than 10pt font. Applicants should include an up-to-date CV. Please include e-mail addresses and mobile phone numbers for at least 3 referees. Contact and tour Questions can be directed to the Principal, Nick Scott on 0439 003 A tour for prospective applicants will be held at 4.00 PM on Thursday August 21 at the Story St campus. Bookings for this tour should be directed to Surianti at education.vic.gov.au 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.
