Leading Teacher Range 3

Department of Education Victoria; City of Wodonga; On-site; AUD 90,000 - 130,000; Full time

Job summary

Wodonga West Primary School, part of Department of Education Victoria, is seeking a leading teacher to drive Disability Inclusion and school improvement initiatives. The role focuses on planning high-impact teaching strategies, coordinating funding pathways, and supporting staff to achieve inclusive learning outcomes.

The ideal candidate will demonstrate strong leadership, collaboration with families and the wider community, and capacity to manage complex programs within a modern school setting.

Qualifications

• Demonstrated high level understanding of Disability Inclusion Practices and Policy framework.
• Ability to lead planning and implementation of high impact teaching strategies.
• Ability to coordinate and manage Disability Inclusion funding processes.

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.
• 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.

Skills

Disability inclusion

Curriculum knowledge

Beliefs about learning

Organisation

Interpersonal leadership

Education

Victorian Institute of Teaching registration

Job description

Department of Education Victoria – Wodonga VIC

1d ago , from Department of Education & Training Victoria

Preferred Start Date is 9th November 2026. However can be negotiated with the right candidate.

Introduction

Wodonga West Primary School is seeking applications from teachers who show a love of learning and teaching and who are committed to their profession. As part of our staff team you will be expected to contribute to the friendly and cooperative nature of our school. You will also be encouraged to demonstrate your creative and innovative talents to the delivery of the school¿s educational programs.

Our school selects teachers / leaders who:

• Are clearly able to demonstrate a sound knowledge of curriculum;
• Has a sound understanding and interest of disability inclusion practices;
• Can clearly articulate a set of beliefs about how children best learn;
• Can successfully plan, organise and implement programs in a school that uses modern approaches to learning and teaching.
• Understands the importance of and willingly participates in professional development, professional renewal and reflection.
• Shows a commitment to whole school life by participating in all school activities.

What can you expect from our school?

Our school has a strong focus on learning. We are committed to the development of our teachers with professional development opportunities offered in learning, teaching and leadership. You will be part of a vital, stimulating and challenging learning environment with high expectations of staff and students. The skills you bring to this environment will be valued and used. Our school is now operating in new contemporary open learning spaces and share a good relationship with our broader school community. We pride ourselves on our well resourced classrooms and innovative programs.

Preparing your application:

Your application should persuade us that you are the best person for this job. It does not need to be long but should help us decide if you would fit easily into our school philosophy and learning and teaching team.

Our selection process:

After the closing date, our selection committee will meet and consider the material forwarded by applicants. The committee will short list applicants for interview, interviews will be conducted, references collected and/or referees contacted and a letter of offer will be forwarded to the successful applicant.

Selection Criteria

Please ensure you respond to the following criteria:

SC1 A demonstrated high level of understanding of Disability Inclusion Practices and Policy framework, and the ability to identify and manage pathways to support the learning needs of students who may be eligible for funding or other support.

SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to individual and high level student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth including their social and emotional learning.

SC3 Highly developed organisational and management skills to assume responsibility for the operation of the Disability Inclusion program. This will include the implementation of DET and locally developed policies, and the ability to coordinate and manage the process for applying for additional funding, including liaising between all stakeholders and external agencies.

SC4 A demonstrated ability to provide professional support to staff to promote excellence in providing relevant and achievable learning outcomes for all students, including those who require adjustments to their learning beyond 'a differentiated curriculum'.

SC5 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.

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 Description 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;
• 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;
• Assume leadership and management responsibility for the development, implementation and evaluation of programs relevant to students funded through Tier 3 funding, and work with staff to develop appropriate teaching and learning programs.
• Assume management responsibility for the program with a particular focus on supporting the Education Support (ES) staff to assist students in achieving their learning goals.
• Build and maintain effective teams and develop cooperative working relationships that promote excellence in teaching and learning. This includes coordinating the services of allied health, visiting teacher personnel, external disability services.
• Organization of termly Student Support Group (SSG) meetings, and regular communication with staff, relevant committees and the leadership team on all matters related to Disability Inclusion including
• Lead and manage policy matters relevant to Disability Inclusion. This includes developing and reviewing relevant school and DET policies and ensuring they are consistently implemented.
• Work with the Assistant Principal, Student Wellbeing Team, Classroom teachers and Student Support Service Officers (SSSO) to identify and process, and collate the relevant documentation for students who may be eligible for a profile meeting.
• Provide professional assistance and support for staff who teach students with additional needs. This includes working in classrooms to meet Individual student needs, including assisting with the in class implementation of SSG recommendations, developing inclusive curriculum and Individual Education Plans, and identifying appropriate professional development programs.
• Liaise with the feeder Pre-Schools and Transition Coordinator to identify and support the transition of students with additional needs to Wodonga West Children¿s Centre.
• Monitor the learning outcomes of students with additional/ individual needs and provide reports to the leadership team as appropriate, in particular identified students within tier 2 .
• Assist classroom teachers to develop and implement individual behavior management plans and de escalation plans for students with additional needs
• Work alongside the SWPBS team to develop and implement individual plans for students who need additional assistance to meet the school behavioral expectations, based on research based, best practice strategies
• Work with the Assistant Principal, Student Wellbeing Team, Student Support Service Officers (SSSO) and other relevant agencies to identify and plan for the development of Tier 2 processes and interventions across the school including intervention programs
• Plan for and implement teaching and learning programs (as suitable) to address the needs of individuals or groups of students including those identified within the tier 2 funding model.

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

• 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.