Leading Teacher

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.
SC 6 Demonstrated ability to lead, develop and implement a tier 1 whole school approach to wellbeing and engagement, including the SWPBS framework, across a multi-campus school.
Role Role & Responsibilities:
It is expected that the Leading Teacher will perform the following duties:
Instructional Leadership & Whole School

Drive implementation of improvement initiatives aligned with the School Strategic Plan (SSP), Annual Implementation Plan (AIP), and broader school priorities.
Exemplify and model outstanding teaching practice in alignment with BPS instructional frameworks.
Lead and uphold consistent whole-school processes and practices.
Contribute actively to the school¿s executive leadership and management.
Exercise responsibility for general student discipline matters that exceed classroom-level capabilities.
Champion staff wellbeing and foster a supportive professional culture.

Data-Informed Strategic Planning

Manage comprehensive analysis of whole-school and cohort data (e.g., attendance, ATOSS, SWPBS surveys, chronicle entries) at student, class, year-level, and school-wide scales.
Utilise data insights to guide learning and wellbeing strategies.

Wellbeing & SWPBS Leadership

Lead the implementation of the Multi-Tiered Systems of Support (MTSS) framework (Tiers 1¿3), in alignment with SWPBS principles
Develop and deliver a Tier 1 Wellbeing & Engagement curriculum¿including SWPBS lessons, Respectful Relationships (RRRR), Zones of Regulation, Berry Street Education Model, and Mental Health and Wellbeing strategies.
Leadership of the Wellbeing/SWPBS Committee and develop a comprehensive action plan to achieve SWPBS Gold Tier status.
Collaborate with the Department¿s SWPBS Coach to refine and advance school practice
Develop tools such as a Classroom Management Flow Chart and Scope & Sequence documents for structured lesson planning.
Analyse data from Compass Chronicle entries to inform practice.
Coordinate SWPBS-related routines: house point tracking, house captain oversight, rewards and assemblies, and end-of-term celebrations.

Student Voice & Community Engagement

Lead initiatives to elevate student voice and engagement within the school
Coordinate student involvement in school events, incursions, and excursions.

Sporting & Community Events
Lead the organisation and delivery of key school sporting and community events: athletics and swimming carnivals, inter- and intra-school sports, cross-country, Bike Ed programs, and special incursions or guest presentations.
Attendance Leadership
Oversee the BPS staged response to student attendance concerns, including monitoring, tracking, and celebrating achievements.
Professional Collaboration
Participate in the Mitchell & Murrindindi Network Wellbeing Community of Practice to support professional learning and alignment.
Resource and Systems Leadership
Oversee assigned budget and manage resources effectively in service of school priorities.
Additional Duties
Perform other duties as assigned by the Principal
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 This is a 3 year tenure position.
VIT LANTITETo 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.
Location Profile Beveridge Primary School is a multi-campus school located on the Northern Fringe of Melbourne.
From 2026 the campus composition is as follows: Arrowsmith Junior Campus - Foundation & Grade 1 and the Ambrosia Senior Campus - Grade 2 to 6.
Beveridge is in the northern growth corridor and it is expected that our school will continue to see significant growth over the next 5 years.
Beveridge PS aims to be a safe welcoming and engaging community.
We value enquiring minds and encourage the best in all.
These values underpin our disciplinary framework that ' Everybody has the right to feel safe and comfortable and everybody has the right to learn.
We believe that it is the job of every adult who our students encounter to model these beliefs all day, every day.
Our community is committed to nurturing active and caring Australian citizens who support intercultural understanding and can acknowledge and value alternative points of view.

The staff, parents and community of Beveridge Primary are committed to developing the social, emotional and academic needs of our students by promoting resilience, persistence and courage.
We motivate each child to strive to achieve their full potential and take risks in an environment which is safe, supporting and nurturing.
We have strong parental and community involvement throughout the school which supports our rich curriculum.
The teaching of literacy and numeracy is underpinned by a whole school consistent approach.
Our teachers differentiate the curriculum to individualise the learning needs of our students.
The Schools planning and assessment practices are a high priority and are used to drive curriculum planning and delivery and are used to track student progress.
Our curriculum also offers music, an annual whole school production, fine arts, physical education and Auslan (LOTE) and our wellbeing program includes a literacy intervention and extension program, a numeracy intervention and extension program and a wellbeing coordinator to support students, their families and teachers to enable all to achieve their potential.
We are working towards delivering a greater access to computers program in the school and a sophisticated IT skills program scaffolded into student programs.

Our School Values for 2026: Excellence, Respect, Togetherness and Resilience.

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