Leading Teacher Range 3

Government schools; Ballarat; On-site; AUD 100,000 - 130,000; Full time

Job summary

Miners Rest Primary School in Ballarat region is seeking leading teachers to elevate teaching practice, curriculum delivery and student outcomes across the school. You will coordinate staff, model best practice, and mentor colleagues through professional collaboration and targeted development.

You will lead whole-school improvement, drive priorities from the school strategic plan, develop assessment policies and engage with students, families and the wider school community to foster learning,

Qualifications

• Demonstrated expert knowledge of the relevant curriculum.
• Ability to lead and manage school priorities and literacy/numeracy teaching.
• Ability to monitor and use data to drive improvement in learning growth.
• Exemplary interpersonal and leadership skills with staff and community.
• Model behaviours aligned with department values and promote professional learning.
• Capacity to provide strategic and operational leadership of whole-school curriculum.

Responsibilities

• Lead and manage whole-school improvement initiatives aligned to the strategic plan.
• Coordinate curriculum planning and delivery across the school.
• Provide professional development and development plans for staff.
• Oversee staff performance reviews and development.
• Demonstrate and lead teaching demonstrations.
• Help develop assessment and reporting policies and practices.
• Oversee student welfare, discipline, and school operations policies.
• Lead curriculum development in major learning areas and contribute elsewhere.
• Address discipline matters beyond classroom management.
• Contribute to overall school leadership and policy proposals.
• Support school council proposals and code of conduct development.

Skills

Curriculum knowledge

Leadership

Data-driven practice

Assessment literacy

Interpersonal skills

Strategic planning

Job description

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 provide strategic and operational leadership of the whole-school curriculum, including establishing effective structures and processes, coordinating staff and resources, and ensuring clear roles, responsibilities and accountabilities for the consistent implementation of curriculum across the school.

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.

SC6 Demonstrated capacity to provide strategic and operational leadership of the whole-school curriculum, including establishing effective structures and processes, coordinating staff and resources, and ensuring clear roles, responsibilities and accountabilities for the consistent implementation of curriculum across the school.

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

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:

• 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

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

Miners Rest Primary School is located approximately 10km north-west of Ballarat and sits within one of the region's fastest-growing communities. Established in the mid-19th century, our school proudly combines a rich history with a forward-thinking approach to education, creating a welcoming and vibrant environment for students, staff and families.

With approximately 350 students across fifteen classrooms, our school offers a dynamic and engaging learning environment supported by excellent facilities. Our expansive grounds include collaborative learning spaces, a competition-sized gymnasium, Arts and Music Centre, STEM facilities and an onsite canteen. Students also enjoy access to extensive outdoor spaces, including passive learning areas, three playgrounds, two tennis courts, a basketball court, and both turf and synthetic ovals.

Our School Improvement Team, comprising the Principal, Assistant Principal and Learning Specialists, is committed to fostering excellence in teaching and learning. Supported by a dedicated team of teaching and Education Support staff, we deliver a rich and diverse curriculum that promotes high levels of student engagement, achievement and wellbeing. Specialist programs include Physical Education, Visual Arts, STEM and Performing Arts, alongside a strong school-wide commitment to Indigenous Culture from Foundation to Year 6. Teaching and learning are guided by the Victorian Curriculum and the Miners Rest Primary School Instructional Model, reflecting evidence-based and contemporary educational practices.

A unique feature of our school is the onsite Miners Rest Kindergarten, which caters for approximately 100 three and four-year-old children. As the service provider, the school is able to offer a seamless and comprehensive transition-to-school program, fostering strong partnerships with children and families from the earliest years.

We also operate our own Out of School Hours Care (OSHC) program, providing high-quality care for both kindergarten and primary-aged children. The program offers a safe, inclusive and stimulating environment that supports children's learning and development through engaging, play-based experiences.

In addition, our school-run canteen service provides fresh and convenient meal options for students, further enhancing the sense of community that makes Miners Rest Primary School.

At Miners Rest Primary School, we pride ourselves on being a supportive, collaborative and community-focused school where staff are valued, professional growth is encouraged, and every member of the team has the opportunity to make a meaningful difference in the lives of children and families

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