Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1485946
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.
SC6 Demonstrated ability to lead innovative practices to improve student outcomes, including through a whole school approach to literacy and an agreed and consistent approach in the teaching of English in Prep to Year 4.
The English Pedagogy & Innovation Leader is responsible for driving excellence in English teaching and learning across Prep to Year 4. The role focuses on building teacher capacity through instructional coaching, supporting innovative and evidence-based pedagogical practices, and ensuring alignment with curriculum frameworks and whole-College strategic plan.
Key Responsibilities:
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:
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 [email protected]
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
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.
Please call the College on 8348 7100 to register your interest for a tour on 7th of August at 4pm.
Point Cook P-9 College continues to embed the vision of `creating tomorrow today¿. Our Mission is to provide opportunities for all members to work collaboratively to access a seamless, personalised, and innovative education. We aim to build a safe and supportive learning environment wherein all members are motivated and challenged to pursue interests and pathways to achieve their full potential. We encourage connections with the community to promote connected, curious, and tolerant global citizens. Point Cook Primary School was established in 1923 and is unique in that it was situated on Commonwealth land within an active RAAF base. The school was initially developed to provide education for the children of RAAF families living on the base but also accepted enrolments from local Werribee South residents.
Point Cook P-9 College was re-located in 2010 to its current site in Point Cook. The College was built under the Private Public Partnership model and has many unique features including state of the art teaching and learning spaces designed in collaboration with Dr Julia Atkin. Our state of the art facility provides the very best in contemporary educational design and promotes active student-centred learning through the creation of adaptable, functional spaces. Our buildings consist of general learning and teaching areas, a Learning Resource Centre/Library, full size indoor gymnasium/basketball court, performing arts/music room, spaces for food technology, design, arts, STEM/technology centre, its very own wetlands, an environmental science room, a Stephanie Alexander Kitchen Garden and a community space managed by the YMCA. The College is in partnership with the YMCA for the provision of childcare facilities. Under the PPP model, the College has been financed, designed and constructed by the private sector to high contractual standards over 25 years, allowing Principals and teachers to focus on student learning, rather than asset management.
Programs offered at the College cater for students in Prep to Year 9. The College specialist programs include: Visual Arts, Performing Arts, LOTE (Indonesian and Japanese), Food Technology, Stephanie Alexander Kitchen Garden, Health and Physical Education, inter-school sport carnivals, ICT, and a Year 8/9 elective program. The College also has an ongoing commitment to Environmental Sustainability Education, Studies of Asia and building international connections and partnerships. The College operates under two Sub Schools - Prep to Year 4 and Years 5-9. Both Sub Schools are led and guided by a Sub School Principal and leadership teams.
Point Cook P-9 College is proud to offer a learning environment that is reflective of 21st century design and is committed to providing our students with innovative teaching approaches. Our staff are caring, passionate people who are committed to providing the best education for all our students. Our aim is to ensure we cater for not only the students academic success but also their wellbeing.
Teams of educators work together to plan and teach a comprehensive curriculum and to provide rich learning environments for all students. Our programs are supported by contemporary resources and the latest research on teaching and learning. Our College provides access to an education that is seamless from Prep right through to Year 9.
The curriculum and teaching strategies encourage our students to have high expectations of themselves. The curriculum at our College is developed using an inquiry approach, where students are encouraged to take an active role in investigating and responding to areas of personal interest. All staff provide explicit teaching of new concepts. The Victorian Curriculum forms a basis for teacher planning and curriculum implementation. A range of extra-curricular opportunities are offered to students, from languages, clubs and sporting activities. The Student Leadership program at Point Cook P-9 College provides students from all year levels with leadership training and skill developments, and there are many opportunities to experience positions of responsibility. Our students relish the opportunity to make decisions, take on responsibility and have an input into the direction of the College. Our specialised engagement programs in Years 7-9 have continued to gain momentum. In 2021 we implemented our first The High Achievers Program (HAP) for year 7s. This program has continued to grow and is very popular within the colleges community. In 2022 the college implemented its first Athletic Development Program (ADP). In 2025 the college implemented our first Creative Arts Program (CAP) for a Year 7 class. We will continue to grow this program into future year levels. We have found the behaviour and engagement levels of students has increased significantly due to these types of programs.
The wellbeing of our students and staff is of the utmost importance to us. The high calibre Wellbeing team, consists of a Wellbeing Assistant Principal, Inclusion Leader, Wellbeing Leader, Mental Health Practitioner, Social Workers, ES- Integration aides. Department of Education staff also provide support and guidance for our students, staff and families and work alongside our Wellbeing team. The College has been designed as a Community Hub and encourages community use and additional community facilities and programs, through a partnership with the YMCA and Community Hubs Australia. The relationships between the staff, students, parents and the community is a fundamental strength of our College. Parent involvement and participation is actively encouraged and greatly valued. The College has well established local and international networks and partnerships with other schools, early childhood and further education settings, community organisations, business and industry to support student outcomes and strengthen student pathways.