Student Wellbeing

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Work type: Full time

Salary: Salary not specified

Grade: Leading Teacher Range 3

Occupation: Education and Training

Location: Southern Metropolitan

Reference: 1467829

SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities, including student wellbeing and inclusive practices.

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.

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 schools 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 schools 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.

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.

The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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 departments exemplar available at:

https://www2.education.vic.gov.au/pal/child-safe-standards/policy

The departments employees commit to upholding the departments Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. The departments Values complement each schools 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

• 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 Departments Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Topirum Primary School is a new school which opened in 2024. The school is located in the Smiths Lane estate, Clyde North, in the outer eastern suburbs of Melbourne.

For 2025, the school has an enrolment of 470 students from prep to grade 6. There are currently 20 classes. The specialist subjects offered are visual art, music, science, physical education and French language. The school provides iPads for junior classes and Lenovo laptops for senior classes. The school uses the Google platform and Compass for communication.

The school facilities include: an administration and library building; 2 learning neighborhoods; a community hub with indoor multi-use court; canteen; arts/music spaces; hard courts; a sports field and staff car park. From 2025, modern portables are also used for classrooms. Students have great learning areas with air conditioning and heating. Outside, they have shade sails for sun protection. The school is designed to be environmentally sustainable.

A Topirum Primary School Kindergarten opened in 2025 and is located on the school site. A before and after school service is operated by DS Sports.

The school is expected to have significant growth in enrolments over the coming years.

The school mission is to offer students a well-rounded educational experience that prepares them with the academic, social, and emotional skills to succeed in life. The school vision is to teach our students to become confident and creative young people, who pursue their passions and strive for excellence. They will have an inquiring mind and be empowered to become engaged citizens who contribute positively to society.

The school annual improvement plan priorities for 2025 are:

Goal 1:

I. A learning key improvement strategy to support both those who need scaffolding and those who have thrived to continue to extend their learning, especially in numeracy.

II. A wellbeing key improvement strategy to effectively mobilise available resources to support students wellbeing and mental health, especially the most vulnerable.

Goal 2:

In 2025, we will engage with our school community to develop strong relationships and active partnerships between the school and families/carers to support the learning and engagement of our students.

Please see the school website topirumps.vic.edu.au for information about the school.

About this position: This leading teacher position is full-time and is out of the classroom. The position is tenured for 3 years. The person will be a member of school leadership and work directly with the two assistant principals. The role oversees implementation of a tiered approach to student wellbeing, engagement and behaviour. The role will involve support for disability inclusion and school-wide inclusive practices. The role will focus on supporting teachers through advice, modelling, coaching and professional learning.

School visit and tour: A meeting with the principal and school leaders about this position and school tour is offered to applicants on Thursday 13th March, 2025 at 4.10pm. Please come to the school reception for this. Please book a place by contacting Divya Busetty, reception officer.

For applicants:

Please ensure you address the key selection criteria. Also attach a cover letter and your CV. Include your mobile contact number and email. Please list up to three referees (name, position and contact number). For file attachments, ensure your full name is in the file name.

For more information on this position, please contact Marc de Ley, principal, on 03 5929 2999 or by email Marc.DeLey@education.vic.gov.au.

Apply now

Applications close Sunday 16 March 2025 at 11.59PM

Information :

• Company : Schools (Government)
• Position : Student Wellbeing
• Location : Victoria
• Country : AU

How to Submit an Application:

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