Leading Teacher Range 3 in Warrnambool

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.

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.

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.

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.

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.

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.

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

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.

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.

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.

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.

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.

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.

Grasmere Primary School is located 15 kilometres north of Warrnambool and is in a picturesque location in the southwest. Throughout Grasmere Primary School's proud history of over 150 years, we have maintained a strong commitment to the students, parents and wider community.

Our Vision at Grasmere PS is, we create collaborative learning communities that embed our core values of Respect, Resilience, Inclusion and Gratitude into every aspect of teaching, learning and relationships, ensuring all students are supported to achieve success.

At Grasmere PS, we are committed to creating a safe, inclusive and culturally responsive environment where every student is free to be themselves, feel they belong, and thrive academically, socially and emotionally.

We aim to develop confident, independent and reflective learners who strive for their personal best, embrace challenges and take pride in their growth and achievements.

We believe every student deserves opportunities to develop their voice, leadership, critical thinking and problem solving skills through diverse and engaging learning experiences.

Through high expectations, genuine care and a collaborative learning culture, we inspire every learner to become confident in who they are, courageous in their thinking, and optimistic about the future.

We are committed to improving student outcomes by enhancing and refining our whole school approaches to literacy and numeracy. We aim to strengthen teacher capability through evidence based professional learning, instructional coaching, and high quality feedback practices that maximise teaching effectiveness and accelerate student growth.

By embedding a culture of continuous improvement, collaboration and reflective practice, we aim to ensure every student receives high quality teaching and support they need to achieve success.

Grasmere Primary School respectfully acknowledges our indigenous elders of the past, present and future and welcome all to our school, on the traditional lands of the Eastern Maar Nation.

At Grasmere Primary School we create collaborative learning communities where everybody has voice, agency and belongs.

We are respectful. We are resilient. We are inclusive. We are grateful.