Leading Teacher Range 3

Department of Education Victoria; Foster; On-site; AUD 100,000 - 140,000; Full time

Job summary

Department of Education Victoria Foster SC seeks an experienced Leading Teacher to drive MTSS implementation aligned with VTLM 2.0 & PCMS. You will coordinate staff to advance teaching, learning, and assessment across the school, modelling best practice and coaching others to improve student outcomes.

The role focuses on leading major school priorities, supporting professional learning and data-driven decisions while promoting student wellbeing and engagement within a supportive school community.

Qualifications

• SC1: Demonstrated expert knowledge of the relevant curriculum and ability to lead priorities with literacy/numeracy across the curriculum.
• SC2: Ability to plan and implement high impact teaching strategies and assess impact on learning growth.
• SC3: Demonstrated data use to improve student outcomes and provide feedback to students and parents.
• SC4: Exemplary interpersonal and leadership skills for collaboration with students, parents and staff.
• SC5: Modelling department values and leading whole‑school professional learning.

Responsibilities

• Leading and managing whole‑school improvement initiatives aligned with the strategic plan.
• Leading curriculum planning and delivery improvements across learning areas.
• Developing professional development plans for staff within priorities.
• Managing staff performance and development, including coaching demonstrations.
• Contributing to school policy development and assessment practices.
• Overseeing discipline policies and student welfare as part of school operations.
• Developing and managing major curriculum priorities and learning area development.
• Engaging with school council and broader community to support student outcomes.

Skills

Curriculum leadership

MTSS implementation

Data-informed practice

Staff coaching

Stakeholder engagement

Education

VIT registration

Postgraduate initial teacher ed program

Job description

Department of Education Victoria – Foster VIC

19h ago , from Department of Education & Training Victoria

Foster Secondary College (Foster SC) is situated in Foster and is part of the Corner Inlet Community of South Gippsland. Dairy farming and agriculture are key industries in the area, along with retail, health, construction and tourism. There is a vibrant cafe culture and we are lucky to have skilled artisans throughout the community. The estimated population for Foster and its surrounding area, is 2,273. Foster is approximately 175km from the centre of Melbourne and is ideally located close to the stunning Wilsons Promontory National Park and a range of beautiful local beaches, providing rich opportunities for outdoor learning and recreation.

Our College motto is 'Nihil Sine Labore' which means nothing without hard work. In 2026 Foster SC has 286 students ranging from Year 7 ¿ 12 with an SFOE of 0.37. Our Primary feeder Schools are Foster PS, Fish Creek PS, Toora PS and Welshpool PS. We employ around 40 staff, including a Principal, Assistant Principal, two Learning Specialist, two Leading Teachers, teachers, teacher aides, education support, maintenance and office staff. The staff are very cohesive and united in the aim to develop a strong college community where every individual student is provided with a positive and encouraging environment in which to succeed.

Foster SC, through individualised career pathway counselling and skills education, aims to prepare students for a successful life after school. Our school celebrates student achievement but also student productivity. In 2025, Foster SC was assessed as `high performing¿ in the School Level Report in both learning and wellbeing.

We are the lead school of the South Gippsland Bass Coast Trade Skills Alliance which is a collaborative initiative connecting students, educational institutions, and industry partners to create meaningful pathways into vocational education and training.

Although we are a small school, we provide a diverse range of VCE subjects to meet the needs and interests of most students, including VCE Vocational Major (VM), VET Sport & Recreation & VET Furniture Making. Our Year 7¿10 program is designed to promote a gradual release of responsibility for learning, empowering students to become independent learners while actively engaging in both the school and broader community.

The school prides itself on an excellent culture, characterised by strong relationships, inclusivity, high expectations, and a supportive environment.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 Teacher: Implementation of MTSS, aligned with VTLM 2.0 & PCMS at Foster SC

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.