Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Loddon Mallee - Greater Bendigo
Reference: 1507497
SC1 Proficiency leading the planning and implementation of School priority areas
Demonstrated ability to lead the planning and implementation of High Impact Teaching Strategies (HITS) and High Impact Wellbeing Strategies (HIWS), Positive Classroom Management Strategies (PCMS) and School Wide Positive Behaviour Support (SWPBS) that respond to student needs.
SC2 Expertise in data analysis to monitor and assess student learning and wellbeing
Demonstrated exemplary ability to monitor and assess student learning and wellbeing 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 families.
SC3 Expertise in Disability Inclusion Profiles, adjustments and documentation
Demonstrated expert knowledge and experience in implementing and overseeing Disability Inclusion Profiles (DIPs) across a school, including organising and coordinating evidence, preparing high-quality documentation, and effectively applying for and managing Disability Inclusion (DI) funding to support students with complex needs.
SC4 Collaborative teamwork and capacity to work within multi-disciplinary teams
Demonstrated ability to work collaboratively as part of a multi-disciplinary team, including classroom teachers, education support staff, leadership, region and external professionals to create inclusive environments for students.
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.
Heathcote is a small rural community of approximately 3000 people, some 100 kilometres north of Melbourne and is part of the City of Greater Bendigo. Heathcote Primary School is a member of a Small Schools Community of Practice.
At Heathcote Primary School, our mission is to provide a safe and inclusive learning environment in which all students can achieve their personal best in a secure, caring environment. We celebrate individual differences and respect and acknowledge the diverse range of interests, skills, and experiences reflected in our school community.
The following values are central to the philosophy of the school and express how all members of the school community are expected to conduct themselves and interact with others:
¿ Respect¿ treating people well, recognising and accepting individual differences, valuing other students, our environment and belongings
¿ Learning ¿ developing the skills, values and attitudes to become a lifelong learner
¿ Teamwork ¿ learning together to achieve the best possible outcomes for all
¿ Responsibility ¿ being accountable for our own actions, what we say and what we do and accepting the consequences for our behaviour.
In 2025, there are approximately 145 students and seven classrooms. Classes are grouped into a junior school, middle school and senior school. The school has received coaching and mentoring from an Inclusion Outreach Coach in 2025 with an emphasis on social and emotional learning, including Zones of Regulation and an emphasis on Tier 1 interventions.
Heathcote Primary School is completing School Wide Positive Behaviour Support professional learning in 2025 which has included revising the school¿s expected behaviour matrix. Additionally, the school has just completed the first year of a three year partnership with Real Schools.
Please visit the website or contact the school for further information and/or to arrange a tour.