Leading Teacher Range 3

Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Western 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:

Other Information

• 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

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

We have an exciting opportunity to join a supportive leadership team.

Are you someone with a strong work ethic, a great sense of humour, and a passion for working as part of a team? Do you approach challenges with a mindset of learning and adaptability? At our school, we believe in leadership through listening and the power of flexibility. If you¿re ready to contribute your skills in a dynamic, open-minded environment, we want to hear from you.

Welcome to Garrang Wilam Primary School, an exciting new school that opened in 2021, located in Truganina. Garrang Wilam (pronounced: gar-rang wil-um) is taken from the Woi-wurrung language, as spoken by the Wurundjeri people, and means eucalyptus home¿. Our logo means elders and students focused together and encourages us todream big¿.

The Leading Teacher position involves a combination of classroom teaching and an increased level of non face to face teaching time. You will join an existing School Improvement Team which includes Assistant Principals, and a number of Learning Specialists, supporting teams of teacher through coaching and mentoring.

Primary Purpose of position

At Garrang Wilam Primary School, our Leading Teacher team model and drive high quality teaching and learning programs that support our students and staff. Our students having access to a rich, engaging and safe environment is our biggest priority, and your role within the leadership team will be to ensure this happens. You will be expected to deliver on the following:

School Improvement

~ Collaborate with the Principal Class team to set, monitor and evaluate SSP & AIP Targets

~ Support implementation of major curriculum initiatives that are supported by data analysis to drive literacy & numeracy improvement across the school

~ Support implementation, whilst working alongside other Learning Specialists and staff, of major wellbeing initiatives, such as SWPBS, Disability Inclusion, RR that are supported by data analysis

~ Lead the implementation of the Garrang Wilam Instructional Model & FISO Inquiry Cycle, this includes supporting PLC leaders in leading PLCs

~ Monitor and manage area budgets to ensure teachers and students have adequate resources

~ Drive a culture of trust, quality relationships and individual and collective accountability

Teaching and Learning

~ Support in the development and review of all major scope and sequence documents, sequences of learning and assessment schedules

~ Provide professional learning and collegiate support by building the capacity of others, including providing mentoring, modelling, coaching and effective feedback in both 1:1 and group situations

~ Demonstrate a high level expertise in teaching and learning practice, being an active participant in Professional Learning Communities

~ High level coaching practices to improve teacher capacity and improve outcomes

~ Develop the schools vision and implementation of VTLM 2.0 and VC 2.0, through research and learning within the curriculum leaders team, to ensure an agreed approach to best practice and high quality teaching and learning

Vision

Our students excel in the vibrant, positive and connected community we create together.

Mission

We invite all students to come and learn, to belong and work collaboratively in their pursuit of learning. Our people are invested in deliberate practice to create a community that truly makes a difference. Our community will develop over time through shared experiences and an aligned focus on what matters; learning.

Values

A respect of all cultures and beliefs is an essential characteristic of global citizens, thus we live by a set of values that underpin this. We want our students, staff, parents and community members to show;

• Together
• Focus
• Strength
• Lead

The success of our outcomes is due to our collective approach to

• Positive education
• High expectations
• Clear instructional framework for teaching and learning
• Using evidence and research to make decisions
• Partnerships

Our goals

• Building practice excellence
• Setting expectations and promoting inclusion
• Connecting schools

Our imperatives are

• Safety, people, culture
• Organisational capacity and capability
• Consistent teaching and learning framework

Our Metrics

• Student achievement, student voice, goal development and wellbeing outcomes
• Parent opinion and contribution
• Staff development and wellbeing

Teaching and Learning

The instructional framework atGarrang Wilam Primary Schoolis informed by the Gradual Release of Responsibility (GRR) model. Our school builds a structured evidenced-based approach for teaching and learning, learning from research.

The Pedagogical Model is

• aligned with the new Victorian teaching and learning model and the F-2 Reading Approach
• focused on teacher practice as the main contributor to improved student learning outcomes
• improvement-focused to assist teachers with their professional learning, including designing their PD goals
• adaptive and can be modified to fit subject contexts
• implemented together with the practice principles, the pedagogical model enables teachers to maintain a line of sight between their own professional development and school-wide improvement based on FISO.

Pedagogical approaches include:

• Explicit teaching of the Big 6 in Literacy
• Numeracy - Launch, Explore, Summarise
• Inquiry approach to integrated learning

For more information please see our website

A focus on Digital Learning, The Arts (Visual and Performing) and Physical Education will be integral to the additional learning provided for our students. Students have access to the latest technologies; including iPads.

Teams of teachers are given time to work and learn together focused on student data and high impact teaching strategies during weekly Professional Learning Community cycles of inquiry. The focus on professional knowledge and practice through feedback and goal setting during the performance and development process ensures all members of staff are continually growing and learning. We are seeking a combination of expert, accomplished and graduate teachers who will deliver a challenging and stimulating curriculum.

A positive nurturing environment which cares for each student and adult, matters. It impacts on our behaviour, our academic success and future mental and physical health. All community members of our school behave in ways that build a positive and vibrant school culture that focuses on wellness and learning. We use the School Wide Positive Behaviour Support framework to drive our approach to positive education.

Learning Spaces

The school includes an administration building, four learning neighbourhoods, including a mix of portables and permanent buildings, a gymnasium complex, outdoor courts and sports fields. Inside the administration building houses a large library, first aid facilities, visual arts space, space for science/ technology and food technology space, titled the `Culinary Haven¿.

The gymnasium complex includes a stadium quality basketball/ netball sized gymnasium with tiered seating, an outstanding music facility which doubles as a stage for the gymnasium.

Teaching spaces at Garrang Wilam Primary School allow learning communities to teach in a variety of ways to ensure peer to peer student and adult learning, as well as a high level of student voice and agency. Spaces have been designed to ensure a mix of explicit, collaborative and independent learning opportunities occur on a daily basis. Some spaces are built fit for purpose; for example the storytelling and presentation area, where others are flexible in design to meet the needs of the inhabitants.

The extensive outdoor spaces include hard courts, full sized grassed football oval, outdoor stage, nature play with a dry creek bed, agility playground and an extensive carpark.

Our community will develop over time through shared experiences and an aligned focus on what matters; learning.

We welcome you to come and join us to build an extraordinary educational experience for all.

To find out more about Garrang Wilam Primary School please contact the Acting Principal, Jarrod Bateup on or at

Applications close Sunday 14 September 2025 at 11.59pm

Posted

2 September 2025

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