Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Eastern suburbs
Reference: 1497959
Location Profile
Cranbourne Carlisle Primary School is one of 22 public private partnership (PPP) schools in Victoria, located in Cranbourne North within the City of Casey, one of the fastest-growing Local Government Areas. The school has an SFOE of 0.4849 and caters to a culturally diverse group of students from Foundation to Year 6, with over 62% of students having English as an Additional Language (EAL). Of these students, 45% receive EAL funding, and 10.0% are recognised as refugees.
At Cranbourne Carlisle Primary School, our vision is to empower all students to achieve excellence. We strive to provide quality, relevant, and engaging learning experiences that ignite a lifelong passion for learning. Our mission is to equip students with the skills, knowledge and understanding they need to thrive in a rapidly changing world. We are also committed to creating a stimulating and inclusive learning environment where every child feels a strong sense of belonging. To support and achieve this, the school strongly acknowledges and celebrates the unique diversity of the school's student population.
The core values of Respect, Resilience, Curiosity, and Collaboration underpins everything the school undertakes. This includes nurturing resilience and positive self-image and emphasising on respect for oneself, others, and the world around us. The school also aims to inspire a passion for learning by fostering curiosity and collaboration within a supportive environment that challenges student thinking and encourages performance excellence across a range of quality school programs.
Learning at our Cranbourne Carlisle Primary School is guided by the Victorian Teaching and Learning Model 2.0, ensuring high-quality, consistent instructional practice across all classrooms. The school does implement both the Victorian Curriculum and the EAL Curriculum to meet the diverse learning needs of our students. All students participate in a comprehensive specialist program that includes Art, Physical Education, Music, LOTE (Mandarin), and STEM, enriching their educational experience beyond the core subjects.
To ensure meaningful academic progress for all students, the school delivers a range of key learning programs to engage and enhance student learning. These include:
The school defines itself by its motto, "Many Cultures, One Community," which is not just a slogan but strongly promoted as a lived reality. It is also reflected in daily classroom practice, the inclusive and respectful approach to the school's diverse community and the celebrated Cultural Connections initiative that takes place with students at the school. This program has been recognised by the Department of Education (DE) as a best practice in student leadership for multiculturalism and cultural diversity.
Finally, a significant focus for Cranbourne Carlisle in 2025 has been enhancing wellbeing supports for all members of our school community. This is promoted through the school's active engagement and partnership with external agencies that help to provide comprehensive support for families with students who attend the school.
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.
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.