Leading Teacher

Has a proven ability to enhance student outcomes by modelling and embedding effective pedagogy in their day-to-day practice.

Brings deep knowledge of theVictorian Curriculum and VTLM 2.0.

Is a skilled communicator and relationship-builder, able to inspire trust, collaboration and growth withstaff, students, and families.

Demonstrates empathy, resilience, and reflective practice as a leader.

Shares our belief that every student can succeed and that professional growth is essential to achieving this goal.

Responsibilities

At WRPS, the Instructional Coach will:

Model exemplary instruction through demonstration lessons and coaching that integratesVTLM 2.0 into daily teaching practice to ensure learning is explicit, scaffolded, and impactful.

Build and model strong, positive relationships with students and families, recognising that trust, engagement, and connection are essential to learning and school improvement.

Build relationships with staff by providing evidence-based feedback that promotes high expectations of our learning environments and supports teacher growth and consistency of practice.

Lead improvement strategies connected to building staff confidence in using student data to inform practice and improve outcomes.

Support the development of professional learning communities and collaborative planning teams by working closely with the Principal Class and Middle Leaders to deliver the school¿s knowledge-rich curriculum.

However, 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's 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).
- 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.

Selection Criteria

Applicants should submit a cover letter, resume and response to the Key Selection Criteria. The names and contact details for three referees must also be included to support the written application.

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.

SC4Demonstrated 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.

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.

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:

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:

- 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

Diversity and Inclusion

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 (seeWorkplace 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

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).

Wilmot Road Primary School (WRPS) is a diverse and dynamic school community in Shepparton, Victoria. Our students come to school with a range of cultural, linguistic, and social backgrounds, contributing to a learning environment that is strengthened by diversity and the positive relationships we foster. Our vision is to create a community of lifelong learners who can reach their full potential in an inclusive, resilient, and supportive environment.

In 2025, with a new Leadership Team in place, we are entering a period of renewal. We are committed to leading with kindness, integrity, and transparency, while promoting a love of learning grounded in current research. We aim to connect classroom learning to real-life experiences and provide opportunities for growth, while cultivating high-expectation relationships between staff, students, and our wider community.

WRPS proudly positions itself as a large, supportive network where everyone is valued and cared for. We are committed to equity and to ensuring every child has the opportunity to be their very best. To support this, we provide a wide range of onsite services, including

- play therapy
- speech therapy
- occupational therapy
- sensory program
- paediatric clinic

WRPS currently serves 238 students. Our community is vibrant and culturally diverse, with 54% of students speaking English as an additional language and 12% identifying as Aboriginal or Torres Strait Islander. Based on the Student Family Occupation and Education (SFOE) index, our socio-economic profile is classified as high. Many families rely on the school as a trusted source of support, advocacy, and connection to community services ¿ a responsibility we embrace with pride.

Our vision is to be a school where:

Every child is a learner who can succeed in an environment that is safe, inclusive, and engaging.

Teaching is evidence-based, consistent, and impactful, aligned with theVictorian Teaching and Learning Model (VTLM 2.0).

The curriculum is knowledge-rich, engaging and purposeful, with global perspectives underpinning our core work in English and Mathematics.

Professional learning is embedded in daily practice, with staff engaged in cycles of reflection, coaching, and continuous improvement.

Families and community are active partners in learning, enriching our culture of belonging and achievement.

From 2026, we aim to deepen teacher practice through shared action plans, structured professional learning, and PLC teams, with a focus on:

Building high-expectation relationships between staff, students, and families through the lens of kindness, empathy, and compassion.

Developing fluency in the use of data to ensure teaching is responsive to student needs.

Implementing our school-designed knowledge-rich curriculum, centred on high-quality literature, DET initiatives, and the expectations of theVTLM 2.0.

Providing high-quality, purposeful English and Mathematics lessons that reduce teacher workload and strengthen collaborative planning, enabling a greater focus on pedagogy and adjustments for students.

Offering ongoing support from both Principal Class and Middle Leaders through classroom coaching, planning support, and assessment guidance.

Applications close Tuesday 7 October 2025 at 11.59pm

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