Leading Teacher Range 3

Leading Teacher Range 3 - Disability Inclusion & Wellbeing - Commencing in 2026 Department of Education Victoria – Melbourne VIC 12d ago , from Department of Education & Training Victoria Established in 2015, Wyndham Vale Primary School is located in the vibrant city of Wyndham, west of Melbourne. Our school community is richly diverse, representing a wide range of socio‑economic and cultural backgrounds, with approximately 60 different languages spoken by our students and families. Situated within Melbourne’s rapidly growing corridor, our school has experienced significant expansion since its inception, currently enrolling around 1,100 students. At Wyndham Vale Primary School, we are committed to implementing best practice frameworks that all staff are expected to embrace. These consistent, school‑wide approaches promote positive behaviour, high expectations, and foster a respectful, responsible, honest and inclusive learning environment. Together, these strategies aim to support cohesive teaching practices across all classrooms and are central to achieving our vision of “Success for All in Learning and Wellbeing.” Our school operates under a sub‑school model, divided into three cohorts: Foundation to Year 2, Years 3 to 4, and Years 5 to 6. Each sub‑school is led by a dedicated leadership team, including an Assistant Principal and Leading Teachers and Learning Specialists, who provide guidance and support to students, staff, and families to ensure success. We are proud to have a comprehensive wellbeing team, led by a Wellbeing Assistant Principal. This team includes a Mental Health and Wellbeing Leader (MHWL) and a group of allied health professionals such as psychologists and social workers, all dedicated to supporting through a Multi‑Tiered System of Support (MTSS) the holistic wellbeing of our school community. All teaching staff actively participate in highly effective Professional Learning Communities (PLCs), collaborating regularly to share best practices, analyse student data, and refine instructional strategies. While students remain in their own classrooms with assigned teachers, staff share collective responsibility for all students across their cohort through their PLC work. Wyndham Vale Primary School boasts extensive facilities and resources designed to enrich student learning. Our students participate in weekly specialist programs in Physical Education, The Arts, and Languages Other Than English (LOTE), with Auslan as our language offering. ICT is seamlessly integrated across all learning areas, supported by a school‑funded technology device programme. Our campus features a full‑sized oval, large gymnasium, outdoor hard courts, sandpits, extensive play equipment, and a well‑resourced library. Additionally, an Out of School Hours Care provider offers before and after school care services every school day. Wyndham Vale Primary School holds a strong and respected position within the local community. We encourage passionate educators who are committed to advancing our vision and delivering the best possible outcomes for our students and wider community to apply. 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 programme 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 programme. 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 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. 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 (see Workplace 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) via  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: 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 Opportunities for a school tour can be made available for prospective candidates on Wednesday 24th September – please contact the Principal via email to arrange: 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 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 programmes in Australia: Standards and Procedures’; a person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person). Details of qualification requirements as updated from time to time can be found at Recruitment in Schools. #J-18808-Ljbffr