Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Grampians - Ararat
Reference: 1549206
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 capacity to strengthen whole-school wellbeing, behaviour and inclusion through collaborative, practice-focused leadership, building staff capability, improving classroom practice.
The Role:
The Leading Teacher - Wellbeing, Behaviour & Inclusion will commence in Term 1, 2027. The position may be appointed at a time fraction between 0/6 and 1.0 FTE, negotiated with the preferred candidate. It includes the school's nominated Mental Health and Wellbeing Leader (MHWL) function. Responsibilities and allocation will reflect the successful applicant's time fraction, expertise and the evolving needs of our growing school. At 1.0 FTE, the role may include a small teaching allocation of less than 0.4 FTE where this directly supports identified wellbeing needs, targeted intervention or modelling of effective practice.
This is a Leading Teacher role for someone who enjoys being on the floor in classrooms, alongside teams and learners. While the role carries school-wide leadership responsibility, its impact will come primarily through observing, modelling, coaching, co-planning, collaboration and practical support rather than managing from a distance. We are looking for someone who wants to help teams translate evidence and learner needs into effective everyday practice.
You will:
This is not a case-management-only or therapeutic position. The role is deliberately practice-facing, but its purpose is to strengthen the capability of the adults and the systems around learners. You will work closely with the Principal, Assistant Principal and wider staff to make inclusive practices stronger across Ararat West Primary School.
Who We're Looking For:
We are looking for an excellent teacher and leader who brings both character and competence. You will have strong research informed professional knowledge, sound critical judgement, relational capability and the ability to turn great thinking into effective practice.
You'll thrive in this role if you:
Why This Role Matters:
At Ararat West Primary School, wellbeing, behaviour and inclusion are not separate from learning; they are part of how we ensure every learner is seen, known, valued and challenged. Our core practices are established. This role is about helping them live consistently and powerfully across the school: working alongside staff and learners, strengthening capability, and ensuring high expectations, belonging and support are evident in every classroom.
As our Leading Teacher - Wellbeing, Behaviour & Inclusion; you will have genuine scope to influence school-wide practice and learner experience, strengthening the systems and everyday practices that help all learners participate successfully and thrive.
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.
Ararat West Primary School is situated in the Rural City of Ararat, approximately 200km west of Melbourne. The school is set in expansive grounds, creating a relaxed, natural environment. Our purpose is to provide a safe and inclusive learning environment that is caring, challenging, and equips children with strong reading, writing, spelling and maths skills to enable them to have choice and opportunity in the future. Our school used a structured literacy approach focussed on the Big 6 of reading. Our Instructional Model is aligned with the VTLM 2.0 and informed by research about how students learn. We use a School Wide Positive Behaviour approach to support student social development. Our school values of Aspiring, Respectful and Resilient underpin all our actions. Students have the opportunity to receive additional support in speech and language development through our on-site Speech Language Pathologist. Specialist programs include Art, LOTE, Science and Physical Education. We offer students a range of leadership opportunities and extra-curricular activities including choir, a whole-school performance, a range of sports including our long-standing skipping team, recess clubs, and we have strong links to the local community, through initiatives such as visits to local aged care facilities. In 2026 our school has 12 classrooms, with specialist staff and Education Support Staff supporting teachers in administration and classroom support roles. The Ararat West Primary School community has a long and proud tradition of achievement, setting high standards for all.
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.