SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to model exemplary teaching practice, including the teaching of literacy and numeracy skills across the curriculum, and implement school priorities.

SC2 Demonstrated expertise in the implementation and modelling 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 model the monitoring and assessment of student learning. 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 communication skills. Demonstrated ability to engage in collaborative relationships with students, colleagues, parents and the broader school community to support student learning, agency, wellbeing and engagement.

SC5 Demonstrated ability to model behaviours and attitudes consistent with Department values. Demonstrated ability to support others to reflect on their practice and facilitate school-based skilled learning.

Role

The Mathematics Leader is a key member of the Curriculum and Teaching & Learning (CTL) Team and provides strategic leadership to improve mathematics achievement and numeracy outcomes across Years 7–12 at Williamstown High School. The role leads the development, implementation and evaluation of the school’s mathematics improvement strategy, ensuring evidence‑informed teaching practices, aligned with the Science of Learning and the school’s instructional model, are embedded within mathematics programs and classroom practice. Working collaboratively with school leaders, Curriculum Area Teams and teaching staff, the Mathematics Leader builds teacher capability through coaching, mentoring, professional learning and modelling exemplary practice, while supporting the effective use of student learning data, including the National Assessment Program – Literacy and Numeracy (NAPLAN) and the Middle Years Literacy and Numeracy Support (MYLNS) initiative, to drive targeted improvement with a particular focus on student learning growth data. The role leads the analysis and use of student achievement data, including NAPLAN and other mathematics and numeracy measures, to inform targeted intervention, enrichment and school improvement initiatives. Through fostering a culture of collaboration, high expectations and continuous improvement, the Mathematics Leader supports teachers to deliver high‑quality mathematics instruction that maximises student engagement, achievement and growth.

Responsibilities

- Contribute as a member of the CTL Team to the planning, implementation, monitoring and evaluation of the School Strategic Plan and Annual Implementation Plan.
- Leading the development,



implementation and evaluation of the school’s mathematics improvement strategy across Years 7–12.
- Demonstrating and promoting high‑level expertise in mathematics instruction, the Science of Learning and evidence‑informed teaching practices.
- Supporting curriculum development to embed explicit mathematics instruction, problem‑solving and evidence‑based teaching strategies across the mathematics curriculum.
- Leading the implementation of whole‑school mathematics improvement initiatives and ensuring alignment with the school’s instructional model, curriculum priorities and strategic goals.
- Partnering with Curriculum Area Teams and leaders to strengthen Tier 1 classroom practice and improve numeracy and mathematics outcomes for all students.
- Building a culture of collaboration that promotes a consistent, evidence‑informed approach to mathematics teaching, assessment and student learning growth.
- Leading and facilitating professional learning in mathematics instruction through campus meetings, curriculum days, Professional Learning Week and Skilled Learning Teams (PLTs).
- Coaching, mentoring and supporting teachers to strengthen mathematical instruction, curriculum delivery and evidence‑based teaching practices.
- Modelling exemplary mathematics teaching practice through demonstration lessons, team teaching and classroom‑based coaching.
- Providing expert advice to staff and leaders regarding mathematics instruction, intervention, assessment, curriculum planning and professional learning.
- Using and modelling the effective analysis of student learning data to identify numeracy needs, inform teaching approaches and evaluate the impact of improvement strategies.
- Developing and maintaining school‑wide professional learning structures, processes and protocols that support continuous improvement in numeracy teaching and learning.
- Leading the implementation and analysis of NAPLAN data to inform school improvement priorities and literacy interventions.
- Leading the implementation and monitoring of numeracy intervention programmes, including the MYLNS initiative, and ensuring resources are aligned to identified student needs.
- Monitoring progress towards numeracy targets within the School Strategic Plan and Annual Implementation Plan and using evidence to inform future improvement priorities.
- Developing, documenting and reviewing numeracy‑related policies, processes, curriculum requirements and support materials.
- Promoting engaging, inclusive and high‑expectation classroom practices that maximise mathematics growth and student engagement.




- Working with the school leadership team to develop a shared understanding of highly effective mathematics teaching practice and collective responsibility for improving student outcomes.
- Engaging professionally with staff, students, parents/carers and the wider community to support a positive culture of mathematics and learning.
- Undertaking other duties as directed by the Principal Class.

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 serve. 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 (see Workplace 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

Applicants seeking part‑time employment are encouraged to apply for any teaching service position and, if they are the successful candidate, to 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.

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 programme 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 programme 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 programmes in Australia: Standards and Procedures’; and
- A person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person).

Applications close Wednesday 29 July 2026 at 11.59pm

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📌 2027 Numeracy Leader - Learning Specialist (Melbourne)
🏢 State Government Of Victoria, Australia
📍 Melbourne