Leading Teacher: Whole School Curriculum Innovation

Overview

Work Type: Ongoing - Part-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Northern suburbs

Reference:

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.

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

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

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:

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:

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

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.

Location Profile

Vision:

At Thomastown Meadows Primary School we are honest, respectful and show empathy. We are happy, active and independent learners, contributing positively to society.

Values:

Respect ¿ We show Respect.

Honesty ¿ We show Honesty

Empathy ¿ We show Empathy.

We believe:

Children learn best in a positive, caring and stimulating environment where their efforts and achievements are acknowledged, valued and encouraged. We believe that relationships are forged with all stakeholders through the positive demonstration of our school values and by providing high-quality teaching and learning to our students.

Context:

Thomastown Meadows Primary School, established in 1980, is nestled in a peaceful, residential neighbourhood, away from busy streets and traffic. With an enrolment of 250 students, our school celebrates a rich cultural diversity, with many students coming from families where English is not the primary language. This diversity enriches our community and strengthens our commitment to fostering inclusion, integrity, and lifelong learning.

At Thomastown Meadows, we are dedicated to empowering every student to reach their full potential. Our approach emphasizes cultivating positive learner dispositions, encouraging collaboration, and amplifying student voice and agency. These elements create a sense of belonging and equip students with the confidence and skills to become effective communicators and active participants in their learning journey.

We utilize a behaviour matrix and a comprehensive school-wide management plan that align with the School-Wide Positive Behaviours Framework. These strategies promote consistent expectations and support a safe, respectful, and productive learning environment. Our core purpose is to provide an engaging and stimulating climate for learning, preparing students to thrive academically, socially, and personally in a dynamic global society.

Technology plays a central role in our educational approach. Every student from Foundation Year to Year 6 has access to their own iPad, enabling innovative and personalized learning experiences. Proficiency with technology is a key competency for all staff, ensuring we continue to prepare students for the demands of a rapidly evolving digital world.

Improving student outcomes remains our highest priority. Our professional learning communities co-design robust programs aligned with the Victorian Curriculum, including specialized support for students learning English as an Additional Language. By leveraging evidence-based teaching practices and an inquiry-driven approach, we ensure consistent and effective learning across all year levels.

Our staff are committed to continuous professional growth, supported by targeted professional learning opportunities. This focus on building teacher capacity fosters an environment where learning is valued, critical thinking is encouraged, and creativity is celebrated. Students benefit from a rich curriculum, including specialist programs in STEAM, Physical Education, Music, and Visual Arts, designed to inspire and challenge them.

Student wellbeing is integral to our school culture. Through participation in the Mental Health in Primary Schools Program, we provide staff with the tools and knowledge to support the mental health and wellbeing of our students and their families. Our commitment to child safety is unwavering, with a zero-tolerance policy for child abuse and adherence to all Child Safety Standards.

Community and teamwork are at the heart of Thomastown Meadows Primary School. We believe that it is the dedication and passion of our people that make a school truly effective. We seek enthusiastic, flexible, and committed staff who are eager to learn and grow alongside our students. Together, we create an environment where students feel empowered to contribute, build confidence, and develop into outstanding leaders and role models for the future.

At Thomastown Meadows Primary School, we aim to inspire our students to achieve excellence, embrace lifelong learning, and become compassionate, confident, and capable global citizens.

Applications close Tuesday 16 September 2025 at 11.59pm

Posted

4 September 2025

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