Leading Teacher: Building Practice Excellence in Literacy

SC1 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.

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.

SC6 Demonstrated knowledge of the Science of Learning and evidence-based literacy instruction, including structured literacy and explicit teaching approaches, with the capacity to lead whole-school improvement through coaching, professional learning, curriculum development and the implementation of high-quality Tier 1 Literacy practices that improve student outcomes.

Selection Criteria

SC1 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.

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.

SC6 Demonstrated knowledge of the Science of Learning and evidence-based literacy instruction, including structured literacy and explicit teaching approaches, with the capacity to lead whole-school improvement through coaching, professional learning, curriculum development and the implementation of high-quality Tier 1 Literacy practices that improve student outcomes.

Role

The Leading Teacher ¿ Literacy is responsible for leading excellence in Literacy teaching and learning across the school.



This role focuses on improving teacher practice, strengthening curriculum implementation, embedding evidence-based instructional approaches, and using data to improve student outcomes. Working collaboratively with the Leadership Team, the Leading Teacher drives the Literacy priorities outlined in the School Strategic Plan (SSP) and Annual Implementation Plan (AIP), while building staff capability through coaching, professional learning and collaborative inquiry.

The successful applicant for this role will be a classroom teacher and will be provided with a time allowance to fulfil the following duties.

Responsibilities

Strategic Leadership

- Work collaboratively with the Leadership Team to align Literacy initiatives with the Annual Implementation Plan (AIP) and School Strategic Plan (SSP).
- Liaise and collaborate with the school's Education Improvement Leader (EIL) to support the implementation of school improvement priorities, strengthen instructional practice, and monitor progress towards the Annual Implementation Plan and School Strategic Plan.
- Lead the implementation and consistent use of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0).
- Lead the implementation of evidence-based approaches aligned with the Science of Learning to improve Literacy outcomes.
- Support the implementation of Department of Education curriculum, assessment and reporting policies.
- Build staff capacity in the implementation of the Victorian Curriculum English 2.0.
- Audit and refine Literacy curriculum documentation to ensure consistency, alignment and full implementation.
- Lead and coordinate the documentation, review and storage of the guaranteed and viable Literacy curriculum.
- Facilitate regular Literacy curriculum discussions and professional learning.
- Promote a culture of collaboration, feedback and continuous improvement.

Professional Learning and Coaching

- Conduct instructional coaching cycles focused on improving classroom practice.
- Provide professional learning aligned to explicit teaching, structured literacy and evidence-based practice.
- Observe classroom practice and provide timely feedback to teachers.
- Organise peer observations and model effective Literacy instruction.
- Build the capacity of teams to improve Tier 1 classroom instruction.

Professional Learning Communities (PLCs)

- Support PLC improvement cycles and cooperative planning processes relating to Literacy.
- Lead and coordinate the School Improvement (Data Leaders) Team, facilitating regular meetings that build leadership capacity, analyse student achievement data, monitor Annual Implementation Plan actions, and drive continuous improvement in teaching and learning across the school.
- Build the capacity of leaders to analyse and respond to student achievement data.
- Support teams to use assessment data to inform planning, differentiation and intervention.
- Collaborate with experts and partner schools to strengthen Literacy practice.

Data-Driven Improvement

- Track Literacy achievement and growth using the school's data tracking systems.
- Analyse whole-school and cohort data to identify trends and inform future actions.
- Support teachers to use formative and summative assessment to guide instruction.




- Capture student and staff voice to evaluate programs and inform continuous improvement.

Supporting Student Growth and Inclusion

- Support teachers to plan differentiated learning experiences based on student data.
- Work collaboratively with the Intervention Team to ensure intervention programs complement Tier 1 classroom instruction.
- Be actively involved in the Disability Inclusion Profile (DIP) process by:
- supporting teachers to develop reasonable adjustments.
- writing specialist overlays for Tier 3 Disability Inclusion applications.

Program and Resource Management

- Oversee the storage and allocation of Literacy resources.
- Purchase resources and services in accordance with the Department of Education policies and procedures.
- Maintain Literacy curriculum resources in an organised and accessible manner.

Leadership Responsibilities

- Be an active member of the KFPS Leadership Team.
- Attend curriculum and intervention meetings as required.
- Support the coordination of literacy events and initiatives across the school.
- Maintain a tidy and organised workspace.
- Undertake any other duties as directed by the Principal.

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:

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:

pal/values-department-vps-school-employees/overview

Other Information

School tours will be held on Tuesday 11th August 2026 @ 4:00pm.

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📌 Leading Teacher: Building Practice Excellence in Literacy (Bendigo)
🏢 Government schools
📍 Bendigo