ICT Leader

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Eastern suburbs

Reference:

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities in ICT.

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 plan, implement, manage and maintain whole-school technology resources, including budgets.

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.

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.

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.

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.

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

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:

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.

Mission

At Cranbourne West Primary School our mantra is based on the Berry Street Education Model of ¿unconditional positive regard for everyone¿. We ensure quality teaching and educational innovation through professional development, effective appraisal, team work, collegiate support and communication. We genuinely accept all children as individuals respecting their needs. We welcome community involvement through the provision of an open, supportive and consultative environment where contributions are recognised and valued. We promote a supportive working environment where we recognise and celebrate the contributions of all staff.

Learning Vision

We believe that successful people need to be active global learners who display effective executive functioning skills.

This is achieved through:

• Exhibiting executive functioning skills through our daily organisation
• Readiness to engage in learning
• Ability to transition from one phase of learning to another
• Ability to work individually or collaboratively to solve problems
• Ability to articulate our learning through various media
• Being motivated to do our best and wanting to learn
• Displaying positive behaviours towards others and living the school values;

Respect, Trust, Learn, Sense of Humour

Each of our school values is supported by our School Values Booklet distributed to all members of our school community and reinforced as part of our Learning Vision.

Environmental Context

Cranbourne West Primary School serves an established residential district in the South Eastern Growth Corridor. It is a medium sized, well-resourced school supported by a dedicated staff and a committed community. School enrolment at the 2025 February census date was Our students¿ backgrounds reflect a wide range of cultural diversities including increasing numbers of students from Non-English Speaking Backgrounds. In 2025 our school has an SFO Index of and SFOE Index of As a result of high staff retention and a strong shared leadership vision, the school is able to provide a well-balanced educational program emphasising the development of Literacy, Numeracy, Inquiry and Social Competency skills. The school offers a challenging, comprehensive curriculum following the gradual release principles. Our instructional practices for learning are UFLI (F-2) and Word Origins (3-6) in reading, Talk for Writing in writing and in mathematics we prioritise explicit and sequential teaching approaches. This ensures staff have a consistent approach to the teaching and learning of these curriculum areas. Our inquiry based model is integrated with our Literacy.

Our commitment to develop a school wide approach to Literacy and Numeracy has been successful with strong relative growth. An emphasis on social competencies skills and a quiet orderly learning environment has enabled us to focus on our school wide improvement strategies, our collaborative team environment and being able to provide students with learning experiences relative to their needs. This has resulted in a differentiated curriculum that provides learning at each child¿s point of need.

We encourage students to strive for excellence within their individual potential. Students are encouraged to be independent learners while continuing to live¿ the school values. We promote student voice within student learning and through our student leaders and SRC. Staff work as collaborative teams (PLCs) to monitor student progress. Teachers use formative assessment to ensure that student needs are met in a responsive way. Students with additional learning needs are supported with small group intervention programs, including literacy, mathematics and life skills. The curriculum continues to be enriched by whole school celebrations as well as annual concerts, excursions, in-visits, student choirs, camps and a variety of intra & inter school sporting events. Parents and the wider community are encouraged to be part of the learning process through involvement in all school activities. We have an extensivevolunteer¿ workforce who support students in many ways, ranging from literacy to social and emotional growth.

Priority is given to the wellbeing of both our students and staff. A full time Wellbeing Officer oversees an organised and respected program that acknowledges the rights and responsibilities of all staff and students with particular emphasis on the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds as well as children with a disability in accordance with the Disability Discrimination Act 1992. Cranbourne West Primary School is committed to the Child Safe policies and strategies, and to the inclusion, safety and well-being of all children in its care.

Cranbourne West is supported by a diligent School Council and an active and committed Parents and Friends Club. The school also continues to foster a strong relationship with the City of Casey through working relationships with local councillors and program staff. The school has an established playgroup, breakfast and brunch club as well as a community events program and Chaplaincy services.

Applications close Sunday 31 August 2025 at 11.59pm

Posted

18 August 2025