Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1490363
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 contribute to and lead a positive school culture that promotes collaboration, trust, and collective accountability. Demonstrated ability to build strong professional relationships and empower others to lead improvement at all levels.
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.
At Rockbank Primary School we are invested in our students, our staff, our families and our community. We pride ourselves on being a fabulous staff team who are passionate, who work together positively and collaboratively to make Rockbank Primary School the best school to work in and grow our students academically to their highest potential. Coupled with this we relentlessly promote and support the development of student¿s social and emotional wellbeing.
At Rockbank Primary School we share a student-centred approach. There is strong support for children with additional needs with the school employing a Mental Health in Primary Schools Inclusion Leader to coordinate supportive structures such as our Social Skills and Social Emotional Learning Programs. There is also a dedicated Wellbeing space to support all our students. Our current Leadership structure includes a Principal, three Assistant Principals who lead Curriculum, Wellbeing and Inclusion. Our two Leading Teachers provide curriculum support to all cohort teams and who implement a Mentoring/Coaching/Peer Observation program with staff to build teacher capacity. We are the Rockbank Primary School Team!
At Rockbank Primary School we celebrate student learning, achievements, accomplishments and growth. We are a school that value relationships as we continue to focus on and build a sense of team and community that develop the culture we are proud of. Rockbank Primary School has well established resources and programs and we continue to strengthen and build upon our resources as our team expands and changes, bring new skills and expertise.
We are a leading school that values our staff and fully supports the implementation of the 2022 VGSA. The leadership team are proactive in all areas across the school, and these practices are valued by our staff. We model `life-long learning¿ for our students at Rockbank Primary School, and as our students, WE GROW OUR STAFF TO BE GREAT! The opportunity for staff to be life-long learners is encouraged and supported by leadership, with the option of study leave to support a range of courses undertaken to build teacher capacity to improve student outcomes.
Staff participate in ongoing Professional Learning Communities focussed on student improvement using data analysis to determine Individual Student Goals. All students at Rockbank Primary School have Literacy, Numeracy and Social/Emotional goals.
Our students benefit from the `Lunchtime Clubs¿ that are provided by both our teachers and ES team. We provide: Tech/ICT Club, Art Club, Community Crusaders ¿ The Garden Club, skipping, music/dance, quiet drawing and games.
Rockbank Primary School is located in the old township of Rockbank adjacent to the Western Highway. The school was opened in 1868 and has a current enrolment of 635 in 2025, with this number rising steadily with the growth in this suburb. The school moved to its current location in 2009. The Rockbank Primary School motto 'Nurture. Believe. Achieve.' highlights the school's commitment to catering for the diverse needs of our students. Our school values of respect, learning, togetherness and safety, guide our practice and ensure that students have a clear understanding of the expectations and culture of our school.
The school is developing a diverse cultural population as we continue to grow, which has been welcomed by an inclusive community. At Rockbank Primary School, we have developed an EAL framework to support students and families who have English as an Additional Language, which is supported by an EAL Coordinator and Classroom Teachers. In 2025 Rockbank PS our classroom structure consists of 24 classrooms, which includes: 6 Foundation classrooms, 8 x Year 1-2 classrooms, 6 x Year 3-4 classrooms and 6 x 5-6 classrooms.
The school has Specialist subjects in Physical Education/PMP, AUSLAN, STEM and The Arts. Rockbank PS is a School Wide Positive Behaviour Support School and is also an early adopter of the Respectful Relationships program. Our school also provides OT and Speech Therapy to support identified students. Our school values are used as common language and underpin every decision; with the values linked to our school wide expected behaviours which are represented on our school matrix. Our school wide house system is used to support a team approach to achieving success with Peacock, Harrison, Missen and Fisher all equally represented. Come and visit us, we welcome school tours for our prospective students, families and staff.