Overview

Work Type: Ongoing - Full time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Loddon Mallee - Central Goldfields

Reference: 1537321

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.

Role

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.

Responsibilities

Instructional Leadership (VTLM 2.0 & Trauma-Informed Practice) ¿ Actively contribute as a member of the MEC Leadership Team, including participation in Leadership, and Teaching and Learning implementation Team meetings. ¿ Collaborate with the Leadership Team to develop, implement, and monitor school priorities aligned to the SSP and AIP. ¿ Lead the implementation and consistent application of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) within the Specialist Setting. ¿ Model high-quality, evidence-based teaching practices, including High Impact Teaching Strategies and Practice Principles. ¿ Promote consistent use of VTLM and BSEM language and practices across the setting ¿ Undertake additional duties as directed by the Principal in alignment with the role and school priorities.

Coaching and Professional Practice

¿ Lead instructional coaching, mentoring, and modelling of effective teaching practice. ¿ Observe classroom practice and provide targeted, constructive feedback to build teacher capability. ¿ Support graduate teachers and new staff through structured coaching and induction processes. ¿ Build staff capacity in supported application, inclusion, and regulation strategies.

Skilled Learning and Collaboration

¿ Design and deliver targeted professional learning aligned to VTLM 2.0, trauma-informed practice, and Specialist Setting priorities. ¿ Lead and facilitate Specialist Teaching and Learning meetings. ¿ Coordinate Learning Walks, team teaching, and instructional rounds, including the use of enabling technologies (e.g. SWIVL).



¿ Actively contribute to the Excellence in Teaching and Learning Leadership Team and lead the implementation of relevant initiatives within the Specialist Setting.

Curriculum, Assessment and Planning

¿ Lead and coordinate the development, documentation, and review of a guaranteed and viable curriculum for Specialist students. ¿ Oversee curriculum planning processes, including term, weekly, and daily planning. ¿ Support staff to implement Victorian Curriculum and VTLM 2.0 requirements and DE policies relating to curriculum, assessment, and reporting. ¿ Lead curriculum and instructional improvement initiatives across literacy, numeracy, wellbeing, and engagement.

Assessment, Data and Reporting

¿ Lead the development and implementation of assessment practices, including formative and summative assessment. ¿ Oversee `I can¿ statement benchmarking, assessment schedules, and feedback processes to inform student learning and Goal-Based IEPs. ¿ Support staff to implement a consistent `I can¿ growth and feedback loop with students. ¿ Oversee reporting processes, including Goal-Based Profiles and IEP reports. ¿ Use student data, benchmarking, and assessment information to monitor progress, evaluate interventions, and improve outcomes.

Student Support and Inclusion

¿ Support the AP Wellbeing and Engagement in the development and quality assurance of Goal-Based IEPs. ¿ Assist the Specialist Sub-school Leader to ensure relevant plans are implemented effectively across cohorts and for targeted students.

Governance and Committees

¿ Excellence in Teaching and Learning Leadership Team ¿ Teaching and Learning Implementation Team

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 versatile 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 [email protected]

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: https://www2.education.vic.gov.au/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:

https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview





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 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 (this condition is satisfied where the LANTITE requirement is part of the Victorian ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Location Profile

Maryborough Education Centre is a school where the children and the youth of this community can learn and grow in a supportive, respectful and inclusive environment, where everyone is on a strong learning journey, and where positive and supportive relationships form the basis of all our work. We consistently empower students to strive for challenging aspirations. Students are supported in following their interests and passions through multiple pathways that will successfully lead to positive outcomes in further education, training or employment. The school has a key role in supporting, and working with the wider community in meeting the challenges faced by Maryborough and district. We have a commitment to Collective Impact and the empowerment of the community to re-define its destiny in a positive way. Vision ¿ to be an inclusive connected flourishing learning community.

Our school values have been developed in consultation with the whole community. They are:

- Aspiration
- Kindness
- Respect

Social ¿ community and demographics

- On a single site the school comprises facilities for primary, secondary and special needs education
- The school is highly integrated with a common set of values and behavioural and learning expectations for all
- Overall enrolment numbers are reflecting the demographics of the Maryborough community
- Strong and supportive School Council and parent involvement is encouraged.
- Committed Student Representative Council and a strong student leadership structure
- Enthusiastic, professional staff team consisting of 87.81 effective full-time teachers and 69.31 school support staff.
- Productive partnerships with Central Goldfields Council through the Go Goldfields initiative, University of Melbourne Network of Schools, Central Goldfields Linking Learning Project, service clubs and community groups, Goldfields Schools Network, and Goldfields Business Group
- The school has a School Family Orientation of .6856

Educational

- Provision of a vibrant and productive education, Foundation to 12 and Specialist Education.
- Implementation of Professional Learning Teams to enhance staff effectiveness in best meeting the learning needs of all students
- VCE, VCE VM and VPC courses
- Trade Training Centre
- Excellent further education pathways established and successful tertiary placements for students.
- Many enhancement and enrichment opportunities for students such as art, music, instrumental music, musical productions, competitions, after-school activities, and sporting activities.

Technological

- Bring Your Own Device computer provision is being phased in from 2015
- Provision of computer suites and notebook trolleys are established throughout the school.
- Internet and intranet use is supported
- Data projectors in all learning areas

Environmental ¿ grounds and facilities

- Classrooms modern and are traditional in their layout
- Grounds improvements have included the construction of a new oval, primary playspace, Centre Heart development and extensive landscaping in recent years. Additional playground equipment, landscaping and outdoor enhancements are planned for

www.mec.vic.edu.au Applications close Wednesday 19 August 2026 at 11.59pm

Posted

6 August 2026

📌 Leading Teacher Teaching and Learning - Specialist Setting (Central Goldfields Shire)
🏢 Government schools
📍 Central Goldfields Shire