Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1514247
Springvale Rise Primary School is a dual-campus government sector school located in the South-Eastern Victoria Region, approximately twenty-five (25) kilometres from Melbourne's city centre. The Heights Campus is positioned in a well-established residential area and features a brand new Administration Block and Community Hub, two modern open-plan learning centres, a synthetic basketball court, state-of-the-art playground equipment, large grassed playing fields and a kindergarten (which operates in partnership with the City of Greater Dandenong and BestChance). Approximately two (2) kilometres south, the Springvale Campus is located in central Springvale and bordered by both residential and commercial zones. The original, red brick schoolhouse now accommodates the administration offices, whilst the refurbished classrooms, synthetic oval and inviting play areas all contribute to a learning environment of which the whole community is proud.
Springvale Rise Primary School aspires to create an inclusive and respectful learning community that nurtures, supports, inspires and challenges all members of the school community to achieve and celebrate their personal best within a culture of collaboration, shared responsibility and high expectations. Three characteristics that underpin this vision are: our students being at the centre of the school's curriculum planning, and learning and teaching models with a focus on the whole child; student and adult learning that is supported through a culture of collaboration and shared responsibility; and high expectations. "Two Campuses : One School".
At Springvale Rise Primary School our core values are:
· Collaboration - Working together to create something new and with a common goal in mind.
· Excellence - Empowering all members of the school community to achieve and celebrate their personal best within a culture of high expectations.
· Resilience - Bouncing back from difficulties or disappointments. Accepting challenges, trying hard and not giving up easily.
· Respect - Caring for, understanding, accepting and appreciating others and ourselves. Looking after our environment. Honesty, integrity and consideration. Celebrating diversity - diversity of cultural background, diversity of religion, diversity of thinking.
In 2026, the school consists of twenty one (21) home-groups; eleven (11) on the Heights Campus and ten (10) on the Springvale Campus - and offers specialist programs in Visual Arts, Physical Education, LOTE (Vietnamese) and Environmental Science / Sustainability (Kitchen Garden). The school also prioritises social and emotional learning across all year levels and is held in very high regard for its whole school approach to student wellbeing.
The Springvale Rise Primary School Community Hub, which was established in 2014 in partnership with Community Hubs Australia and the Scanlon Foundation, continues to engage with families in our community. Weekly Hub programs currently include playgroups, English Classes, along with a Women's Friendship Group, a Women's Wellbeing Group and Citizenships Classes.
At the beginning of 2026, the school expects an official total enrolment of 448 students; with the level of disadvantage remaining high with our SFOE index at 0.65. Approximately 80% of our students are from a non-English speaking background and around thirty-five different languages are spoken by families in our community.
Other Information
Note: Applications must include:
1. A cover sheet providing contact information including home address, email and phone number as well as the phone number of the work address at which the you can be contacted.
2. A CV with a summary of experience and qualifications.
3. Specific Key Selection Criteria response
4. The names, email addresses and contact details for a minimum of two referees who can provide information regarding the applicant in relation to the key selection criteria.
For ease of handling by the school, all documents (cover letter, CV and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment OnLine. Please also ensure that your name is included in the header of the document.
SC1 ¿ Strategic Leadership in Wellbeing and Inclusion
Demonstrated expert knowledge of student wellbeing and inclusion, with a proven ability to lead, manage and embed school-wide priorities that improve equity, engagement and outcomes for all students. Demonstrated capacity to plan, implement and evaluate strategic initiatives aligned to school improvement goals.
SC2 ¿ Instructional Leadership and Teacher Capability
Demonstrated ability to lead the planning, implementation and evaluation of high-impact teaching strategies and relevant adjustments that respond to diverse student learning needs. Proven capacity to build teacher capability through coaching, modelling and collaborative practice to improve learning growth for all students.
SC3 ¿ Data-Informed School Improvement
Demonstrated exemplary ability to analyse and use learning, wellbeing and engagement data at class, cohort, campus and whole-school levels to lead improvement initiatives. Proven ability to build staff capability in using data to inform teaching practice and provide targeted feedback to students and parents.
SC4 ¿ Tiered Wellbeing and Intervention Leadership
Demonstrated experience in leading the development, implementation and evaluation of individual, cohort and whole-school wellbeing strategies that build resilience and address students¿ social, emotional and educational needs. Demonstrated knowledge and application of tiered intervention and support frameworks.
SC5 ¿ Collaborative and Relational Leadership
Demonstrated exemplary interpersonal and leadership skills, with a proven ability to build and sustain collaborative partnerships with students, staff, families and external agencies. Demonstrated capacity to lead collective efficacy and initiatives that enhance student learning, wellbeing, engagement and agency.
SC6 ¿ Values-Based and Cultural Leadership
Demonstrated ability to model and promote behaviours consistent with Department values and professional standards. Proven capacity to positively influence others, support collective responsibility and contribute to a culture of collaboration, inclusion and high expectations.
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.