Leading Teacher Range 3 - Curriculum & Assessment - Multicampus - 3 Year Tenure

Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1515524
Location Profile
Collingwood English Language School (CELS) is the major provider of the New Arrivals Program in the North Western Victoria Region. It is a Foundation to Year 10 multi-campus school, providing full time, intensive English Language courses for newly arrived migrants and refugees with campuses located in Collingwood, Broadmeadows and Craigieburn. The South Morang campus opened in July 2023 (Term 3).
We provide a safe, supportive and stimulating learning environment where students prepare for a seamless academic, social and cultural transition to mainstream school or other educational pathways. We also support families and guardians to understand and engage with our school community and the Victorian Education system.
Students attend the New Arrivals Program for intensive English as an Additional Language courses for 6 months if educational background is age equivalent. Students with disrupted schooling often attend for 4 terms. Assessment and reporting reflect this context.
The ratio of teachers to students is 13:1. Multicultural education aides support teachers, students and families.
Vision
We provide innovative, creative, high quality EAL teaching and learning programs. Our students have a sense of curiosity, resilience and are excited about their learning and preparation for mainstream school or further education, leading to improved academic and life chances.
At Collingwood English Language School:
We provide an exceptional English as an Additional Language program in a welcoming, caring, friendly, collaborative and inclusive learning community
We provide EAL leadership and advocacy
Our EAL Specialist teachers provide high quality learning and teaching in a safe and supportive environment
Our students are courageous and determined learners and become effective members of the school and wider community
Our parents and guardians are active participants in their students¿ learning and in the school community
Values
Our core purpose at Collingwood English Language School is underpinned by the following values:
Respect: for ourselves, each other and our environment
Kindness: to others through compassion and celebrating success
Learning: being ready to learn, do my best, be actively engaged, share ideas and welcome feedback. Seek support.
Collingwood Campus
Collingwood English Language School was established as a school in 1989. The Collingwood Campus is located in Cambridge Street, approximately one kilometre northeast of the city centre. This is the original campus.
Broadmeadows Campus
The Broadmeadows Campus is in Johnstone St, Broadmeadows and is part of the Dimboola Hub, sharing the oval with Broadmeadows Valley Primary School and Hume Central (Dimboola Rd Campus).
Craigieburn Campus
The Craigieburn Campus is located on Northleigh Ave, approximately two kilometres from the Craigieburn railway station and sits adjacent to Craigieburn South Primary School.
South Morang Campus
The South Morang Campus opened in July 2023 and is co-located with The Lakes South Morang College at 235 Gordons Road, South Morang.
Further Information
Further information is available from the Collingwood English Language School website, including:
School Strategic Plan 2022-2025 (https://www.collingwoodels.vic.edu.au/documents/CELS-School-Strategic-Plan-2022-2025.pdf)
Annual Report (https://www.collingwoodels.vic.edu.au/documents/CELS_Annual_Report_2022.pdf)

Website:
www.collingwoodels.vic.edu.au
School Contact:
Catherine McMahon, Principal
Phone: 03 9419 7633
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.
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
General Responsibilities:
Work with the Leadership Team to lead the development of a safe and supportive learning environment, which is a pre-condition for high quality teaching and learning.
Take an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data.
Oversee and work with leaders to develop and maintain curriculum sub program budgets.
Lead and manage Annual Implementation Plan Key Improvement Strategies and actions.
Support development of a culture within the school of high expectations.
Keep Leadership informed of issues as they emerge.
Other duties as directed by the Principal.

Key Responsibilities:
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of leading teachers may include but are not limited to
Lead the delivery of curriculum that is consistent with EAL Curriculum framework/ Continuum.
Work in a portfolio team to lead and manage curriculum programs across the school.
Work closely with Portfolio Team to ensure a whole school approach to school improvement in Curriculum and Assessment according to whole school priorities, relevant to a multi campus setting.
Ensure improvement cycle is followed across the school in the portfolio area.
Ensure all curricula is consistently mapped and accessible to all members of the school community.
Manage curriculum policy and assessment, including leading changes to the policy.
Develop and maintain an up to date curriculum profile.
Develop teachers¿ understanding of effective formative and summative assessments.
Assist in the organisation of curriculum days, sector meetings and other Professional Learning activities.
In conjunction with other members of campus leadership, organise 3-way Conferences, support and present at parent information sessions and other campus activities required of leadership
Monitor and evaluate the effective use of online learning systems that facilitate learning across the whole school.
Facilitate staff sector and other meetings at campus level.
Undertake other duties as required by the Principal
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.
Diversity and Inclusion
The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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.
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
Thank you for your interest in this vacancy at Collingwood English Language School.
Please note the following:
CELS is a multi-campus school, and you may be required to work at any campus. Initially, this position is based at our South Morang Campus. By applying for this position, you acknowledge that the employment is `whole school¿, and staff can be asked to change campuses during their employment.
To access School Job help guides please refer to School Jobs Vic (education.vic.gov.au)
It is a requirement that applications include a statement addressing the Key Selection Criteria, Resume/CV and a Letter of Introduction.
It is a requirement that applications include the details of three (3) Referees. Please provide details including the Referee's name, position title, phone number and e-mail address.
Please note that all teaching positions require a valid Victorian Institute of Teaching (VIT) registration.
Please include your Department of Education Employee ID number on your application (where applicable).
Collingwood English Language School Commitment to Child Safety
Collingwood ELS is committed to child safety. We believe that all children should be safe, happy and empowered. We support and respect all children, as well as our staff and volunteers.
We practise zero tolerance of child abuse, and all allegations and safety concerns are treated very seriously and consistently with our policies and procedures. We acknowledge and practise legal and moral obligations to contact authorities when we are concerned about a child¿s safety. Collingwood ELS is committed to preventing child abuse and early identification of risks and risk minimisation. Our human resources and recruitment practices for all staff and volunteers support child safety. We regularly train and educate our staff and volunteers on child abuse risks.
By applying for this position in the teaching service, the applicant is aware that information may be collected in order to establish whether they are suitable for child-connected work and is a fit and proper person (as defined in the Ministerial Order 1359).
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
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Wednesday 11 February 2026 at 11.59pm
Posted
29 January 2026