Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Education and training
Location: Gippsland - Wellington
Reference: 1503037
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.
Role Purpose
The Leading Teacher ¿ Engagement and Wellbeing will lead whole-school strategies to enhance student engagement, wellbeing, and inclusion. The role is designed as a non-teaching position, focused on prevention, intervention, and re-engagement.
This position will oversee the design, implementation, and continuous improvement of systems that support student self-regulation, positive behaviour, and readiness for learning. The successful applicant will coordinate the Ready Room (Regulation Zone) and lead a team of Education Support staff and teachers to deliver effective behavioural interventions and proactive wellbeing supports across the school.
The successful applicant will not be in the classroom and will not have a teaching load.
Key Responsibilities
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
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.
Guthridge Primary School is located in Sale, Gippsland, and is approximately 220 km east of Melbourne.
Enrolments in 2026 will be approximately 280 with a Student Family Occupation and Education (SFOE) index of 0.5070.
Our school has high expectations of all its students and aims to provide an opportunity for each of them to develop as learners, now and in the future.
Guthridge has a Foundation-support class specifically designed to support the transition from kindergarten to school for children who need a settling year of school, after a year at kindergarten.
We have superior facilities to support all students in all domains. Our purpose built Fitness Centre accommodates all forms of ball and racquet sports. Our Swimming Program operates in our own enclosed, heated swimming pool with qualified instructors. Our sporting facilities also include a synthetic sports field, complete with four lane running track and long jump pit. We have a football field and outdoor basketball, netball and down-ball courts for all ages. Our students participate in a variety of Specialist Classes such as Art, Performing Arts, Physical Education and Science.
At Guthridge, we promote positive and purposeful play to build healthy bodies and healthy brains. There are numerous research studies linking active play and academic success. We offer a variety of play choices and activities for students at recess and lunch times. Students need to learn how to `play¿ just like they need to learn how to `learn¿.
At Guthridge Primary School, we believe:
Guthridge Primary School has a well-established Program for Students with Disabilities. We use our Equity funding to provide additional supports and intervention to identified students with a philosophy of full inclusion in the classroom. Further to this, we have a well-established wellbeing team consisting of a Student Wellbeing Officer providing additional support to students and families five days a week, as well as highly experienced Education Support Staff providing Integration Aiding to identified students.
Additionally, the Department of Defence provide our school with funding to employ a Defence School Mentor to provide assistance and support to the children of Australian Defence Force members at our school.
Our Core Values are embedded in the language of our school and are very much the basis of our aspirations as life-long learners ¿ Show Respect. Have a Go. Keep Trying. Bounce Back and Work as a Team. Ultimately we aim collectively to ¿Be Our Best¿. As part of our school-wide positive support approach to managing behaviour, we have also developed three expectations ¿ Be Respectful, Be Safe and Be Responsible; these make clear the behaviour choices and boundaries for students at Guthridge Primary School.
Guthridge Primary School is committed to promoting the safety, participation and empowerment of all children, including Aboriginal and Torres Strait Islander children, children from culturally and/or linguistically diverse backgrounds, vulnerable children and children with a disability.