Leading Teacher: Building Practice Excellence in Numeracy
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.
SC6Demonstrated knowledge of the Science of Learning and evidence-based mathematics instruction, with the capacity to lead whole-school improvement by building teacher capability, implementing explicit teaching practices, coaching staff, and embedding high-quality Tier 1 Numeracy instruction that improves student outcomes.
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 skilled learning.
SC6Demonstrated knowledge of the Science of Learning and evidence-based mathematics instruction, with the capacity to lead whole-school improvement by building teacher capability, implementing explicit teaching practices, coaching staff, and embedding high-quality Tier 1 Numeracy instruction that improves student outcomes.
Role
The Leading Teacher ¿ Numeracy is responsible for leading excellence in Numeracy 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 Numeracy 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 and broader staff to align Numeracy 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 Numeracy outcomes.
Support the implementation of Department of Education curriculum, assessment and reporting policies.
Build staff capacity in the implementation of the Victorian Curriculum Mathematics 2.0.
Audit and refine Numeracy curriculum documentation to ensure consistency, alignment and full implementation.
Lead and coordinate the documentation, review and storage of the guaranteed and viable Numeracy curriculum.
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, effective mathematics instruction and evidence-based practice.
Observe classroom practice and provide timely feedback to teachers.
Organise peer observations and model effective Numeracy instruction.
Build the capacity of teams to improve Tier 1 classroom instruction.
Professional Learning Communities (PLCs)
Support PLC improvement cycles and collaborative planning processes relating to Numeracy.
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 Numeracy practice.
Data-Driven Improvement
Track Numeracy 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
Purchase resources and services in accordance with the Department of Education policies and procedures.
Embed practices learnt through the Primary Mathematics and Science Specialists (PMSS) initiative.
Maintain Numeracy 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.
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 (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) ******
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:

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:

Other Information
School tours will be held on Tuesday 11th August **** @ 4:00pm.
Please note that the selection panel may seek additional referees beyond those you name.
Consistent with policy, we shall advise you if we will take this action.
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📌 Leading Teacher: Building Practice Excellence In Numeracy (Bendigo)
🏢 Department of Education & Training, Victoria
📍 Bendigo