[Apply Now] Leading Teacher SWPBS

SC 1Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, specifically how implementation of the SWPBS Framework supports teaching and learning.

SC2 Demonstrated expertise in the implementation and modelling of SWPBS high impact teaching strategies that promote a positive environment for learning. Demonstrated ability to support teachers to implement Tier 1 SWPBS strategies with fidelity.

SC3 Demonstrated exemplary ability to model the monitoring and assessment of student learning and behavioural data. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to staff, students and parents.

SC4Demonstrated exemplary interpersonal and communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based professional learning.

Role

The Leading Teacher (SWPBS) will play a pivotal role in the development, implementation, and evaluation of the School-Wide Positive Behaviour Support (SWPBS) framework. This role will drive a consistent, evidence-informed approach to wellbeing, behaviour, and engagement across the school, ensuring all students can learn and thrive in a positive and inclusive environment.

A key focus of the position is to lead the school¿s SWPBS journey towards accreditation. The successful candidate will lead a strong culture of data-informed reflective practice, capacity building, and continuous improvement aligned with the school¿s Strategic Plan and Annual Implementation Plan (AIP).

The Leading Teacher will work closely with the Principal Class, Wellbeing Team, and Professional Learning Communities to embed SWPBS principles in teaching and learning, leadership, and school culture.

Responsibilities

The successful candidate for this position will be expected to:

- Demonstrating high-level expertise in SWPBS teaching and learning practice

- Modelling exemplary classroom practice including through teaching demonstration lessons

- Leading and modelling the implementation of whole-school improvement strategies related to Positive Classroom Management Strategies (VTLM 2.0) and instructional practices.

- Playing a key role in the provision of professional learning, including through developing processes and protocols for observation and feedback of teacher practice and peer collaboration

- Modelling exemplary use of student data to inform teaching approaches

- Developing and promoting school-wide professional learning structures, processes and protocols through Professional Learning Communities

- Support the development of clear consistent school wide expectations and routines that are explicitly taught, modelled and reinforced across all learning settings

- Promote student voice and agency in developing, reviewing and communicating behaviour expectations and wellbeing initiatives.

- Modelling exemplary professional learning practice included through seeking feedback from other teachers and leaders on their own classroom practice as part of critical reflection and inquiry to improve practice.

- Proven ability to meet DE SWPBS requirements, including fidelity in Tiers 1, 2 and 3.

- Management of whole school resources to successfully support effective SWPBS implementation.

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 (seeWorkplace 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) viamarrung@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:

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

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).

Kurunjang Primary School was opened in 1989 and is located 35 kilometers northwest of Melbourne, in the northern area of Melton, in the Kurunjang estate, adjacent to Kurunjang Secondary College.

The school¿s strategic direction was centered on improving student outcomes in literacy and numeracy, improving students¿ confidence and engagement in learning and their connectedness with their peers, their teachers, the school and the community. We focused on establishing a safe, calm and orderly learning environment; and maximizing all aspects of school operations resource allocations to achieve the best possible outcomes for students.

Our prioritized initiatives within the Framework for Improving Student Outcomes (FISO 2.0) are Building Leadership Teams, Building Practice Excellence, Curriculum Planning and Assessment, and Setting Expectations and Promoting Inclusion.

The leadership structure in 2024 consisted of a substantive Principal and two substantive Assistant Principals: one overseeing Years F-2 / Wellbeing, and the other managing Years 3-6 / Teaching and Learning.

The school also had five Leading Teachers (DI, Engagement, Numeracy, Literacy, EAL), two Learning Specialists focusing on Inquiry and ICT, alongside a team of classroom teachers and Education Support staff.

In 2025, the school was home to 26 classes. The specialist curriculum offerings included Physical Education, Visual and Performing Arts, Science, Kitchen Garden, and Auslan (as the Language Other Than English). Each classroom, as well as specialist areas, were equipped with Apple TVs and iPads, facilitating the seamless integration of eLearning within the curriculum rather than treating it as a standalone resource.

School Facilities also include a visual arts and music rooms, and library. The Out of School Hours (OSH Club) program is situated in a single room in the main building with secure access for caregivers and operates both a before and after school program. All classrooms and learning spaces are well equipped and have heating and air conditioning.

The school has extensive play spaces for the students including an external oval, synthetic turf athletic track and soccer field, hard court areas, playgrounds and sandpits (Foundation, Year 1, Year 2, 3/4 and 5/6) and a double basketball court. The well landscaped, maintained and resourced grounds provide a most attractive school environment well suited to recreation, developmental play and outdoor learning and leadership.

Applications close Sunday 9 November 2025 at 11.59pm

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