Leading Teacher - Instructional Practice

Government schools; City of Melbourne; On-site; AUD 90,000 - 120,000; Full time

Job summary

Plenty Parklands Primary School in Melbourne's northern suburbs invites applications for a Leading Teacher - Instructional Practice. The role focuses on enhancing teaching practice across year levels, supporting teachers, and modeling high-quality literacy and numeracy instruction.

You will work within a values-based community, build positive relationships with students, staff, families, and lead curriculum improvement under the Quality Framework.

Qualifications

• Demonstrated ability to lead and implement school priorities and literacy/numeracy across the curriculum.
• Ability to planned high-impact teaching strategies and monitor their impact on learning growth.
• Capacity to supervise data-informed teaching improvements and provide feedback to students and families.
• Strong interpersonal and leadership skills to work with students, staff, parents and the wider community.
• Ability to model department values and support professional learning among staff.

Responsibilities

• Lead whole-school improvement initiatives aligned with the school plan.
• Guide curriculum planning and delivery across year levels.
• Coordinate professional development and individual/team development plans for staff.
• Oversee staff performance and development and conduct observations of lessons.
• Demonstrate teaching through demonstration lessons and coaching.
• Contribute to policy development and school council proposals.
• Develop and manage the school code of conduct.

Skills

Curriculum leadership

Literacy coaching

Numeracy coaching

Interpersonal leadership

Collaboration with parents

Job description

Leading Teacher - Instructional Practice

Government schools – Melbourne Northern Suburbs VIC

Plenty Parklands is looking for a Leading Teacher - Instructional Practice, with enthusiasm, a willingness to learn and a love of teaching primary aged students to join our school community. We work closely in year level teams todevelop an engaging and challenging curriculum. The successful applicant will be required to build positive relationships with students, between students, and with colleagues and parents within our strong values based community. The position includes 0.6 classroom role.

It is highly recommended that applicants contact the Principal - David Whewell (0412 909 ***) for further information regarding the position.

With approximately 725 students, 550 families and 70 staff, we need an enthusiastic staff member who demonstrates a real understanding of how students learnand who is committed to continuous improvement.

Our involvement and commitment to the Quality Learning program permeates all aspects of the school. We operate according to the Quality Framework based on a systems view, strong relationships, agreed processes and our Quality Principles. In our Systems View, we see our parent group as our clients and our role as providing an educational service for our students.

PURPOSE:

Plenty Parklands Primary School is a place of learning.

VISION is

We educate children as lifelong learners to thrive in our rapidly changing and increasingly connected world.

Our students, staff and community learn and are cared for in an environment that reflects our school values and Quality Principles.

Our students are creative and discerning thinkers with the skills, knowledge and personal attributes to contribute as global citizens.

Our school promotes and fosters individual and team excellence.

Value is added to each child's life through our interdependent partnership between parents, staff, students and the community.

VALUES are

A FAIR GO FOR ALL - I live by Australia's tradition of democracy and freedom. I live in harmony and am open minded to diversity.

HONESTY - I tell the truth, even when it is difficult.

RESPECT - I treat others as I would like to be treated, with kindness and courtesy.

TRUST - I am responsible and do the right thing.

CARE - I am kind to others and am considerate of their feelings.

PERSONAL ACHIEVEMENT - I put in my best effort, individually and as a team member, by being persistent, resilient and responsible for my learning and behaviour.

The teaching profile in2026 is - 2 Principal Class, 3 Leading Teachers, 4 Learning Specialists, a range of experienced Teachers and Education Support staff.

All staff members are involved in the implementation of a comprehensive Victorian curriculum and are committed to continuous improvement. We will be implementing the third year of our School Strategic Plan.

LOCATION PROFILE

Plenty Parklands is looking for a Leading Teacher - Instructional Practice, with enthusiasm, a willingness to learn and a love of teaching primary aged students to join our school community. We work closely in year level teams todevelop an engaging and challenging curriculum. The successful applicant will be required to build positive relationships with students, between students, and with colleagues and parents within our strong values based community. The position includes 0.6 classroom role.

It is highly recommended that applicants contact the Principal - David Whewell (0412 909 ***) for further information regarding the position.

With approximately 725 students, 550 families and 70 staff, we need an enthusiastic staff member who demonstrates a real understanding of how students learnand who is committed to continuous improvement.

Our involvement and commitment to the Quality Learning program permeates all aspects of the school. We operate according to the Quality Framework based on a systems view, strong relationships, agreed processes and our Quality Principles. In our Systems View, we see our parent group as our clients and our role as providing an educational service for our students.

Our PURPOSE:

Plenty Parklands Primary School is a place of learning.

We educate children as lifelong learners to thrive in our rapidly changing and increasingly connected world.

Our VISION is

• Our students, staff and community learn and are cared for in an environment that reflects our school values and Quality Principles.
• Our students are creative and discerning thinkers with the skills, knowledge and personal attributes to contribute as global citizens.
• Our school promotes and fosters individual and team excellence.
• Value is added to each child's life through our interdependent partnership between parents, staff, students and the community.

SELECTION CRITERIA

• 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.

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 (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*******@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';
• 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 at Recruitment in Schools.