Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1548718
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.
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.
*The position includes a teaching allotment in addition to the leadership responsibilities associated with the Leading Teacher role.
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.
· A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
· A section addressing the selection criteria and the requirements for application under the Who May Apply section
· Names and contact numbers (telephone and email if possible) of two referees.
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.
Fitzroy North Primary School embraces both tradition and innovation, fostering a vibrant and inclusive learning environment. Established in 1875, the school is located in an inner-suburban setting and serves a diverse community. Our dedicated team is comprised of of 27.2 full-time equivalent staff, including 2.0 principal class members, 1.8 Learning Specialists, 1.0 Leading Teacher, 20.7 Teachers, 2.0 Educational Support Staff, and 1.14 Educational Aides and 0.6 Educational Support Staff.
Respect for diversity is a cornerstone of the school¿s culture, with students from a range of cultural and socio-economic backgrounds. In 2024, FNPS had representation from seventeen cultural language groups attending the school. Fitzroy North Primary is committed to inclusivity and fosters a sense of belonging for all students. Learning is guided by three core values: Kindness, Respect, and Resilience. The school promotes critical thinking and creativity through an engaging and diverse curriculum.
Students benefit from a well-rounded education that integrates strong academic foundations with additional programs in visual arts, music, languages, outdoor education and digital technologies. Additionally, the school offers an Out of School Hours Program, along with access to music lessons to support students and families beyond the classroom.
Fitzroy North Primary School¿s mission is to develop the whole child. As an International Baccalaureate Primary School Program candidate school, our school embraces a holistic approach to education; inspiring our students in be curious, creative, socially conscious and able to think critically. Our moral purpose is to provide stimulating and vibrant learning environments and experiences that honour each child¿s individual learning journey; allowing every child to thrive.
At Fitzroy North Primary School, we are committed to cultivating a culture of high expectations, academic excellence, and global citizenship. We believe that empowering students begins with fostering a community that values the voices, agency, and leadership of our learners. By providing authentic opportunities for students to express their ideas and opinions, we enable them to drive meaningful change within their school and the wider community.