Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Gippsland - Baw Baw
Reference: 1489307
Location Profile
Lowanna is a vibrant and well-resourced Victorian Government 7-12 Secondary College with a student population of just less than one thousand. It is situated in a large, attractive setting adjacent to bushland in the township of Newborough. Lowanna College is the only secondary school in the Moe-Newborough community drawing enrolments from the local area and outlying rural townships.
Newborough is approximately 130 kilometres east of central Melbourne located in picturesque central Gippsland. The area is surrounded by rolling hills and is only an hour¿s drive to the snowfields of Mt Baw Baw and the beaches of South Gippsland. The region offers a wide variety of sporting activities and facilities such as golf, basketball, soccer, mountain bike riding and water skiing.
The College staffing profile consists of:
- Principal
- Assistant Principals (3)
- Leading Teachers (5)
- Learning Specialists (9)
- Business Manager
- Finance & Operations Manager
- 70.03 EFT teaching staff
- 58.19 EFT Education Support staff
The College is divided into three mini schools of between 300-400 students, Junior School ¿ Years 7 & 8, Middle School -Years 9 &10 and Senior School ¿ Years 11 & 12. Each is managed by a team consisting of a Leading Teacher, a Student Advocate, a Student Support Officer and an administrative assistant who, in conjunction with all staff, are focused on the education and wellbeing of every student.
The College boasts modern facilities set in a pleasant learning and teaching environment. The College has a large Auditorium, a 2-court Gymnasium, a Language Centre, a purpose built Year 12 Centre and an onsite Wellbeing Centre for reengaging students at risk and for those who have a range of personal issues.
Lowanna offers a wide and varied curriculum and access to a vast array of extra¿curricular activities that enhance student learning and sets the College apart from other schools in the area. The curriculum includes a core program for Junior School students, a core and elective program for Middle School students and multiple options for Senior School students with VCE, VCAL and VETiS. Year 10 students are able to accelerate their learning by accessing the full range of VCE subjects in Year 10.
Students are provided with a stimulating and enriched learning environment where the Arts, Science, Technology, Physical Education and Food subjects are all key components in a student¿s learning. Further intertwined with the academic subjects are Lowanna¿s Sports Academy Program, a newly developing Lowanna Institute of the Arts Program and a long standing Outdoor Education Program. Lowanna has been instrumental in assisting with the development of the Gippsland Technical College that provides all students from Lowanna other Latrobe Valley Schools with exposure to innovative resources and technology. Students at all year levels have access to this school.
The College offers two languages, Italian and Indonesian, and we have strong ongoing partnerships with Monash University, Federation University and Federation Training. Students participate in a variety of programs from Year 7 to 12 that enable them to gain insights into numerous pathways.
The College has close links with the other secondary schools in the Latrobe Valley. In 2014, this group collectively established the Latrobe Valley Flexible Learning Option (LVFLO). The campus is designed to reengage students in their schooling and move back into the secondary school environment.
The entire Lowanna staff team work diligently to continue to improve outcomes for students and to maintain a strong sense of community within the College.
Selection Criteria
SC1 Demonstrated high level understanding of Lowanna Sports Academy initiatives and program promotion to create a dynamic and challenging curriculum tailored to student¿s athletic growth and educational development.
SC2 Developed consistent and strong connections with external organisations and community groups to enhance the Lowanna Sports Academy Program¿s reach, Impact and Wellness element.
SC3 Demonstrated outstanding ability to promote the Lowanna Sports Academy Program and student achievements at a whole school level and to use attendance and behavioural data to monitor student engagement and learning.
SC4 Demonstrated outstanding written and verbal communication skills and high-level interpersonal skills including the ability to establish and maintain collaborative relationships with parents, other employees, Lowanna Sports Academy Partnerships and the broader community, focused on student/athlete learning, wellbeing and engagement.
SC5 Demonstrated a high level of leadership in the overall technical and promotional components of Lowanna Sports Academy. This includes all areas of coaching, strength and conditioning, nutrition, rehabilitation, marketing, behaviour management and monitoring of staff to produce a high-performance environment for continuous improvement.
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
The Director is responsible for leading the development, innovation, and integration of the Sports Academy program with the College curriculum and external partners. This includes areas of high-performance processes, injury minimization, brand promotion monitoring student/athlete progress and behavioural compliance. In addition, this role is responsible for creating new ideas to promote, encourage and enhance the programs reach and impact. The role also fosters strong community links, connecting organisations and groups that support and enhance the wellness element and overall student/athlete growth and future pathways.
Specific Duties/Responsibilities
- Manage the promotion of LSA to families or perspective student athletes, including liaising with technical coaches and other staff.
- Leading and managing the implementation of LSA improvement strategies related to curriculum planning and delivery tailored to students¿ athletic growth and educational development.
- Act as Executive Director, creating, managing, assessing initiatives, processes, and ideas to grow the LSA program.
- Initiate and grow community links through the development of a Wellness centre, consultancy rooms for external practitioners.
- Create links with external partners current and prospective.
- Leading and managing the implementation of LSA operations and policies relating to student welfare and discipline.
- Maintain regular parental contact.
- Monitor student wellness through feedback from sub schools, nutritional consults, medical and rehabilitation reports.
- Continually react to LSA student feedback regarding program initiatives and changes.
- Create gender positive strategies to maintain and encourage a balanced program.
- Create, develop, modify the LSA brand to maintain a contemporary profile.
- In conjunction with LSA staff and Executive Director, implement a structured systematic process for consideration perspective students-athletes which includes sporting talent, game sense, physical abilities, academic aptitude, and character.
- Promote and manage LSA partnerships through in principle agreements, sharing of online information, newsletters, student/ athlete sponsorships.
- Provide one on one mentoring and support for elite level athletes.
- Work to support the HPE leader to ensure Sports Academy integration with the sport education program.
- Contribute to the overall strategic planning, policies, procedures, and ongoing management as part of the LSA Team.
- Oversee and liaise with physiotherapists when dealing with injury assessment and rehabilitation.
- Oversee nutritional consults when dealing with dietary requirements and adjustments post student- athlete consults.
- Support the behaviour management of all LSA students, liaising with teachers, and assisting with classroom practises and strategies to create positive change.
- Assist and direct LSA Coaches with whole programme focus and curriculum documentation and feedback.
- Assist fee recovery and payment adherence.
- Support all local and Interstate trips for competing LSA teams.
- Continually liaise with LSA families on all matters of wellness, academics and follow up consultations with professional partners.
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 marrung@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
- 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
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.
Applications close Tuesday 9 September 2025 at 11.59pm
Posted
27 August 2025