Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Barwon South West - Greater Geelong
Reference: 1540109
SC1 Demonstrated expert knowledge of the relevant disability inclusion processes and procedures. Demonstrated ability to lead and manage the implementation of the priority area, including relevant literacy, numeracy and wellbeing adjustments within the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of Positive Classroom Management Strategies (PCMS) and the Victorian Teaching and Learning Model (VTLM 2.0) that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth in the priority area, including demonstrated evidence of coaching, mentoring and leadership of reflective practices.
SC3 Demonstrated exemplary ability to monitor and assess student learning at an individual, 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 in the priority area.
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.
Key elements of this role will include leading Disability Inclusion, overseeing the work of the Disability Inclusion Administrator, planning, preparing, overseeing and attending Profile meetings.
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.
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 [email protected]
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.
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
Please ensure that your application includes:
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Bacchus Marsh Primary School's purpose is to provide, in a nurturing environment, a quality education that challenges all students to attain their highest potential academically, socially and emotionally, creatively and physically. BMPS encourages students to respond to high expectations, to work effectively with others, and acknowledges that students learn best when they have confidence in their own abilities and a sense of personal efficacy. At Bacchus Marsh Primary School we balance explicit instructional practices across literacy and numeracy with opportunities to apply knowledge and skill through inquiry based learning. Our school community is committed to the values of Respect, Learning, Kindness and Teamwork. Our vision is to develop self-sustaining, life-long learners in a recognised centre of educational excellence. Bacchus Marsh Primary School offers a genuinely broad curriculum, offering our students access to a wide range of specialist programs including, Visual Art, Music/Performing Arts, PE, Kitchen, Garden, Mandarin Chinese, Design Thinking and Science. We are proud of our Stephanie Alexander inspired Kitchen-Garden program and the broader connections to our community that this facilitates.
Our key curriculum emphasis is on the development of literacy and numeracy within a Positive Education wellbeing framework, supported by trauma informed practices.
Celebrating 175 years of continuous education in 2025, Bacchus Marsh Primary School has a proud history as the oldest still operating government primary school in Victoria.