Leading Teacher

Location Profile

Wimba Primary School opened its doors in January 2024 in the thriving suburb of Tarneit, approximately 25km west of Melbourne's CBD.
This year, the school welcomed over 420 students across Prep to Year 6 and has quickly established itself as a vibrant and valued part of the local community.
Guided by the core values of Community, Excellence, Integrity, and Happiness, Wimba Primary School is committed to fostering a safe, inclusive, and respectful learning environment.
We prioritise positive student experiences and the development of strong, healthy relationships.
Every child is recognised for their individual strengths and supported to achieve their personal best.
Our mission is to cultivate excellence in every student through high-quality, evidence-based teaching and learning practices.
In 2025, approximately 76% of our enrolments were students with English as an Additional Language (EAL).
The Student Family Occupation and Education (SFOE) index for 2025 is 0.3283.
Facilities and Programs
Our state-of-the-art campus includes:

A central administration building with library, staff areas, and amenities
Flexible, contemporary classrooms that promote collaborative and innovative learning
Specialist spaces for Visual Arts, Performing Arts, Science, and Technology
Expansive outdoor areas including hardcourts, sports fields, and play zones
A community hub featuring a gymnasium, canteen, and multipurpose spaces for music and drama

Our Foundation to Year 6 curriculum aligns with the Victorian Curriculum and includes targeted support in literacy, numeracy, and wellbeing.
In 2025, we offered specialist programs in Physical Education, Music, STEM, and Visual Arts, with a strong emphasis on inclusion and personalised learning.
We place a strong emphasis on community engagement.
Parents and carers are welcomed as partners in learning, with many opportunities for involvement.
Our school offers a rich variety of student leadership roles, enrichment programs, wellbeing initiatives, sporting events, and cultural celebrations.
Wimba Primary School also provides an accredited Out of School Hours Care (OSHC) service, offering both before and after school care to support working families.
Join Our Team
As a growing school, Wimba Primary is dedicated to ensuring every student is known, valued, and cared for.
We are seeking passionate, collaborative educators who are committed to supporting students to reach their academic and social-emotional potential.
If this opportunity feels like the right fit for you or even if you're simply curious we'd love to hear from you Reach out to our Principal, Paul, at *************@education.vic.gov.au or give us a call on 8000 6080.
Please submit Cover Letter, CV and SC as one PDF document.
Providing 3 professional references and their contact details in your documents as they may be contacted prior to shortlisting

Selection Criteria

SC1 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.
SC2 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.
SC3 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.
SC4 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.
SC5 Demonstrated experience in establishing and facilitating SSGs, engaging families, allied health professionals, and teaching teams to develop, implement, and monitor Individual Education Plans (IEPs) that drive improved learning and wellbeing outcomes.
SC6 Proven capacity to lead and coordinate the Disability Inclusion Profile (DIP) process, ensuring accurate data gathering, collaborative meetings, and high-quality documentation that informs effective adjustments and resourcing.

Role

This is a full-time position based out of the classroom, dedicated to supporting our whole-school approach to inclusive practices and disability inclusion.
The successful applicant will play a key role in strengthening our commitment to providing every student with the best possible opportunity to succeed at school.
This role involves working collaboratively with allied health professionals, families, and staff to ensure that supports are tailored to meet individual student needs.
A central responsibility will be the management and ongoing development of our Disability Inclusion Profile applications and associated supports.
The successful candidate will lead processes that enhance access, equity, and inclusion across the school, helping to build staff capacity and further embed inclusive practices in our learning community.

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

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

No job description available

Program Benefits

No job description available

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.

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