Teaching and Learning

Overview

Work Type: Fixed-term - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Classroom teacher

Location: Gippsland - Baw Baw

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

School Profile

Moe (Elizabeth Street) Primary School is situated in Moe, the Latrobe Valley, Gippsland. The school¿s student population is currently at 75 and is strongly supported by our teaching staff, education support staff, Wellbeing officer, MHWL and School Nurse.

We have been actively pursuing our shared Purpose, Mission and Values. These are all inter-linked and are the center point of our way of being. Our School Mission: Our school and community promoted learning to inspire all members to achieve their personal best. Our School Vision: Elizabeth Street Primary School empowers all students to embrace learning. Our commitment is to continue to develop and support resilient and curious lifelong learners who aim to achieve their personal and academic best. Our School¿s values are: Respect, Responsibility and Resilience.

Elizabeth Street Primary School currently comprises 4 classrooms in composite classes, with the exception of the Year F classroom in 2025. The teaching units utilize collaborative teaching and learning across the F-6 range. Our purposeful planning for learning is based on numeracy and literacy data collected as per the school¿s assessment schedule.

The school provides specialist areas of teaching in: Physical Education, Respectful Relationships, Visual Arts and a Literacy based program delivered through the MARC initiative.

We are recognized as a school that strongly supports our Koorie students who make up 25% of our school population respectively, with a highly successful after school program titled `Koorie Culture Club¿.

Elizabeth Street Primary School believes in the use of trauma informed and restorative practice to build a culture of positive behavioral choices. The use of the Berry Street Educational Model throughout the school supports the staff to respond to behaviors in a planned and restorative manner.

Student Leadership is strongly embedded at Elizabeth Street Primary School. Throughout the year, all the Year 5/6 students were mentored in leadership qualities through informal and formal opportunities, such as: school assemblies, Breakfast Club and Rotary award program.

During Term Three (3) of 2025, our school underwent a School Review at the end of the current School Strategic Plan and will have the new plan in place for the commencement of the 2026 school year. The following areas are recommended for focii into the new strategic plan will include:

• curriculum knowledge, with a particular emphasis on numeracy.
• teaching practice, aligned with the VTLM 2.0 and whole school instructional models
• Assessment practices to inform teaching and learning
• strengthened multi-tiered system of support for student learning and wellbeing
• community engagement in learning, with a focus on parents and carers as partners.
• attendance, in particular reducing unexplained absences.

For further information about the school, please visit:

Applications close Monday 22 September 2025 at 11.59pm

Posted

9 September 2025

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