Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1520790
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 expert knowledge and exemplary ability to lead and coordinate a school Multi-Tiered System of Supports (MTSS).
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
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.
Seabrook Primary School is seeking a Leading Teacher to lead and coordinate the school¿s Multi-Tiered System of Supports (MTSS) in partnership with the Wellbeing team.
The successful applicant will oversee and coordinate all intervention across the school, including program selection, scheduling, staff coordination, and progress monitoring. The role includes leading targeted intervention groups and supporting teachers and education support staff to implement consistent, high-impact, evidence-based intervention practices.
A strong understanding of the science of learning, learning disabilities, functional behaviour analysis and effective intervention design is desirable. The Leading Teacher will work closely with the leadership to ensure interventions are data-informed, instructionally aligned, and responsive to student needs.
Applicants seeking part-time work may wish to apply and discuss possible options if shortlisted for an interview.
Our school is renowned for its outstanding achievements and high expectations, and we maintain our focus on delivering the highest standards in teaching and learning. Our approaches are continually evolving, guided by the latest evidence-based research, including insights from cognitive science, which helps us understand how students learn best. We refine our teaching practices to ensure our students are well-prepared for the future by integrating proven strategies from trusted research sources such the Australian Education Research Organisation (AERO) - a national evidence body jointly funded by the Commonwealth, state and territory governments.
Our approach to teaching involves explicit instruction, which is fundamental to the development of strong literacy and numeracy skills. Research from cognitive science underscores the importance of structured, focused teaching to help students retain and apply knowledge effectively. From Prep to Year 6, we place a strong emphasis on academic rigour, providing each student with a solid foundation that prepares them for success in secondary school and life beyond. We continuously adapt our methods to integrate new research and best practices, ensuring that our teaching strategies remain at the forefront of educational innovation.
While we are deeply committed to academic excellence, we also recognise the importance of social and emotional development. We embrace evidence-based behaviour support strategies, which create a safe, purposeful, and conducive learning environment. These strategies not only support positive behaviour but also promote emotional wellbeing, ensuring that our students are equipped with the resilience and skills they need to thrive both inside and outside the classroom.
Our dedicated teaching staff work collaboratively to provide a nurturing, structured and focused learning environment, which is essential to unlocking the full potential of every student. We aim to provide all students with equitable access to a well-sequenced and challenging knowledge-rich curriculum, by focusing on quality whole-class instruction, paired with adjustments and interventions for students who need them, and programs to challenge high-ability students.