Curriculum Leader

Government schools; Maldon; On-site; AUD 120,000 - 150,000; Full time

Job summary

Castlemaine North Primary School invites applications for a Leading Teacher to advance teaching quality and curriculum development across the school. You will lead staff to implement whole-school improvement initiatives, coordinate curriculum planning and professional learning, and coach colleagues to build capacity in line with the Victorian Teaching and Learning Model 2.0.

The role emphasises data-informed practice, collaboration with teams, and strong leadership across priorities in the

Qualifications

• Knowledge of curriculum and ability to refine literacy and numeracy programs.
• Professional knowledge of VTLM 2.0 and ability to reflect on goals with this model.
• Experience using data to inform teaching and lead data-informed teams.
• Strong interpersonal/communication skills and ability to coach colleagues in professional learning.
• Behaviours aligned with Department values and commitment to ongoing professional development.

Responsibilities

• Lead whole-school improvement initiatives aligned with the school plan.
• Coordinate curriculum planning and delivery improvements.
• Provide professional development and development plans for staff.
• Oversee staff performance and development.
• Deliver teaching demonstration lessons.
• Develop and review assessment and reporting policies.
• Implement student welfare and discipline policies.
• Develop curriculum in major learning areas and contribute to others.
• Handle general discipline matters beyond classroom.
• Contribute to leadership and management of the school.
• Contribute to school council proposals.
• Develop and manage the school code of conduct.

Skills

Curriculum leadership

Data-driven practice

Professional learning

Interpersonal skills

VTLM 2.0 knowledge

Job description

SC1Demonstrated knowledge of the relevant curriculum, including the ability to lead the refinement of literacy and numeracy curriculum programs considering how students learn.

SC2Demonstrated professional knowledge and practice with the use of the Victorian Teaching and Learning Model (VTLM) 2.0. Demonstrated ability to reflect on school goals and collaboratively develop areas for future development with this model.

SC3 Demonstrated experience in using data to inform teaching practice, particularly leading teams to collect and use data accurately and effectively to respond to the needs of students.

SC4Demonstrated interpersonal and communication skills. Demonstrated ability to lead high-quality professional learning, including an ability to coach colleagues to enhance their capacity to deliver school programs.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Selection Criteria

SC1Demonstrated knowledge of the relevant curriculum, including the ability to lead the refinement of literacy and numeracy curriculum programs considering how students learn.

SC2Demonstrated professional knowledge and practice with the use of the Victorian Teaching and Learning Model (VTLM) 2.0. Demonstrated ability to reflect on school goals and collaboratively develop areas for future development with this model.

SC3 Demonstrated experience in using data to inform teaching practice, particularly leading teams to collect and use data accurately and effectively to respond to the needs of students.

SC4Demonstrated interpersonal and communication skills. Demonstrated ability to lead high-quality professional learning, including an ability to coach colleagues to enhance their capacity to deliver school programs.

SC5Demonstrated behaviours and attitudes consistent with Department values. Demonstrated experience in reflecting upon practice and engaging in professional learning to continually improve the quality of teaching.

Role

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.

Responsibilities

• Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
• Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
• Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
• Leading and managing staff performance and development (review of staff);
• Teaching demonstration lessons;
• Leading and managing the development of the school's assessment and reporting policies and practices;
• Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
• Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
• Responsibility for general discipline matters beyond the management of classroom teachers;
• Contributing to the overall leadership and management of the school;
• Contributing to the development of proposals for school council consideration;
• Developing and managing the school code of conduct.

Who May Apply

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.

Diversity and Inclusion

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 (seeWorkplace 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*******@education.vic.gov.au

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.

Child Safe Standards

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

DE Values

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

Conditions of Employment

• All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
• Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
• A probationary period may apply during the first year of employment and induction and support programs provided.
• Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

Qualification Requirements

To be eligible for employment, transfer or promotion in the principal or teacher class:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found atRecruitment in Schools.

Location Profile

Castlemaine North Primary School, established in 1878 and located in a residential area of Castlemaine, draws students from thetown and surrounding district. The nearest major regional centre is Bendigo, thirty kilometres to the north. The 2026 enrolment is 260.

The 2026 school structure is twelve classes - two Prep Grades, three Grade 1/2s, three Grade 3/4s and four Grade 5/6s. All class teachers work collaboratively with teaching buddies using the Teaching Sprints (PLC) structure. This class structure will continue into 2027.

Our purpose is to support our students to be courageous, inquiring learners who strive to do their best in a caring environment. At Castlemaine North we work from a foundation of TRUST. We show this through THOUGHTFULNESS, COURAGE, PASSIONand WONDER in how we learn and how we interact with each other, our COMMUNITY and our environment. These values andprinciples provide the norms for action, positive relationships and behaviours at the school. The school motto is LEARNING TOGETHER, GROWING TOGETHER.

Castlemaine North continues to promote the achievement of high-quality educational outcomes for all students in all curriculum areas.Our staff team is highly committed to ongoing professional learning to improve student achievement. The emphasis is on continuing to build capacity of staff to respond to the needs of all learners.

Castlemaine North's teaching and learning model is based on the gradual release of responsibility, within the Victorian Teaching and Learning model 2.0. At Castlemaine North, we want students to inquire from a place of knowledge. We use teaching strategies that have been demonstrated by research to have a strong impact on student achievement outcomes. Teachers at Castlemaine North are supported by experienced staff to further develop and refine their teaching practice.

Students participate in four specialist programs: Performing Arts, Visual Arts, Languages (Indonesian) and Physical Education, which provide valuable experiences in the education of the whole child and ensure the delivery of all aspects of the Victorian Curriculum.

The pro-social and emotional skills program `Play is the Way' provides valuable social and emotional learning for all students throughguided play, classroom activities and an empowering language across the school. Individual inquiries across the school have allowed for increased voice and choice for students in their learning. We also use the Respectful Relationships curriculum.