Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Barwon South West - Warrnambool
Reference: 1538333
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
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.
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.
Our Vision at Grasmere PS is, we create collaborative learning communities that embed our core values of Respect, Resilience, Inclusion and Gratitude into every aspect of teaching, learning and relationships, ensuring all students are supported to achieve success.
At Grasmere PS, we are committed to creating a safe, inclusive and culturally responsive environment where every student is free to be themselves, feel they belong, and thrive academically, socially and emotionally. We aim to develop confident, independent and reflective learners who strive for their personal best, embrace challenges and take pride in their growth and achievements.
We believe every student deserves opportunities to develop their voice, leadership, critical thinking and problem-solving skills through diverse and engaging learning experiences. Guided by integrity, respect, resilience, gratitude and empathy, we empower students to understand and value diversity, build positive relationships, and contribute meaningfully as active and responsible citizens within their community and beyond.
Through high expectations, genuine care and a collaborative learning culture, we inspire every learner to become confident in who they are, courageous in their thinking, and optimistic about the future.
We are committed to improving student outcomes by enhancing and refining our whole-school approaches to literacy and numeracy. We aim to strengthen teacher capability through evidence-based professional learning, instructional coaching, and high-quality feedback practices that maximise teaching effectiveness and accelerate student growth.
By embedding a culture of continuous improvement, collaboration and reflective practice, we aim to ensure every student receives high-quality teaching and support they need to achieve success.
Grasmere Primary School respectfully acknowledges our indigenous elders of the past, present and future and welcome all to our school, on the traditional lands of the Eastern Maar Nation.
At Grasmere Primary School we create collaborative learning communities where everybody has voice, agency and belongs.
We show respect through our words, actions and choices. We treat ourselves, others and our environment with kindness, listen to different perspectives, use good manners, and take responsibility for our behaviour.
We understand that learning and growth take time. We embrace challenges, learn from mistakes, ask for help when we need it, adapt to change, and keep trying until we achieve our goals
We believe everyone belongs. We welcome others, celebrate our differences, include everyone in learning and play, value each person's strengths, and create a safe and supportive environment where everyone feels accepted and connected.
We recognise and appreciate the people, opportunities and experiences that help us grow. We show gratitude through our words and actions, care for what we have, celebrate the success of others, and give back to our school and community.