Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Southern suburbs

Reference: 1537408

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 evidence based 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

Primary Leading Teacher ¿ Teaching and Learning The Primary Leading Teacher provides strategic leadership to improve teaching practice and student outcomes across the primary years, with a particular focus on the implementation and continuous improvement of a high-quality Foundation to Year 2 systematic synthetic phonics program. The role also supports whole-school improvement priorities through instructional leadership, staff coaching, curriculum development and the use of evidence-informed teaching practices.

Working collaboratively with the Principal Class team, and other leaders, the Leading Teacher will build teacher capability, promote consistency of practice and contribute to a culture of continuous improvement.

Key Responsibilities

Leadership of F¿2 Systematic Synthetic Phonics

- Lead the implementation, monitoring and continuous refinement of the school's F¿2 systematic synthetic phonics program.

- Ensure the phonics program is implemented with fidelity and aligns with the current evidence-based literacy research.

- Develop consistent instructional practices and assessment processes across Foundation to Year 2.

- Analyse literacy assessment data to identify trends, monitor student progress and inform targeted teaching.

- Support intervention planning for students requiring additional literacy support.

- Work collaboratively with classroom teachers to ensure effective differentiation and responsive teaching.

Whole School Improvement

- Lead and contribute to the implementation of the Annual Implementation Plan (AIP) and School Strategic Plan priorities.

- Support the development of consistent whole-school teaching practices that improve student learning outcomes.

- Lead curriculum development and improvement initiatives across the primary school.





- Use student achievement and engagement data to inform school improvement priorities and evaluate impact.

- Collaborate with leadership to design and deliver evidence-based professional learning aligned with school priorities.

Instructional Coaching and Staff Development

- Provide ongoing instructional coaching, mentoring and professional support to teachers.

- Conduct classroom observations, learning walks and feedback conversations to strengthen teaching practice.

- Model exemplary classroom practice and demonstrate effective teaching strategies.

- Support graduate teachers and staff requiring additional coaching to improve classroom practice.

- Build teacher capability through collaborative planning, co-teaching and reflective practice.

Curriculum and Assessment Leadership

- Support curriculum planning and documentation across the primary years.

- Promote consistent moderation and assessment practices.

- Ensure curriculum planning is informed by student data and aligned with departmental expectations.

- Lead professional learning communities focused on improving teaching and learning.

Collaboration and Professional Leadership

- Foster a collaborative culture focused on high expectations and continuous improvement.

- Build productive relationships with staff, students and families.

- Work closely with members of the leadership team to implement school improvement initiatives.

- Maintain current knowledge of research and departmental priorities relating to literacy, curriculum and instructional practice.

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) 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

Other Information

- 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 Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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

Vision and Values

Respect ¿ Kindness ¿ Resilience ¿ Growth - Responsibility

Timbarra College P-9 is located in the South Eastern suburb of Berwick in the City of Casey within Metropolitan Melbourne. A total of 620 students are enrolled at the college with 315 in the Primary and 305 in the Secondary. 15% of students have English as an Additional Language and 2% are Aboriginal or Torres Strait Islander. The socio-economic profile (SFOE) for the school is in the low medium range.

Timbarra offers specialist programs in the Primary area in Performing Arts (Champion School for the Musical Futures Program), Visual Arts, STEM, Digital Technology and Physical Education. In addition to core curriculum areas, Timbarra offers Secondary students many co-curricular opportunities, particularly in sport and music. The Year 9 Electives program provides students with a wide variety of student choice catering for different learning styles and personal interests.

Timbarra provides a unique Year 9 Melbourne Experience program and an extensive Careers and Transition Program and individual pathway guidance for students in their transition from Timbarra College P-9 to their next educational setting.

All students have access to 'state of the art' facilities including Music, Food Technology, Media, Science, Technology, Engineering, Arts and Mathematics (STEM) Centre and Sporting Hub including a three-court basketball stadium, futsal court, full sized oval and cricket nets.

We offer an extensive range of technology including the Musical Futures Program (Years 5-9) a 1:1 Year 7-9 netbook program, netbook pods situated in all Learning Neighbourhoods, iPads, Media Centre equipped with iMac computers, green room (filming) and podcast facilities. Timbarra offers a College Academy Program for students in Years 5-9 in Sport (Soccer, Netball, Basketball and AFL), Music (Young Warriors) and STEM.

Timbarra offers a Prep - Year 9 sequential program in Literacy and Numeracy with a strong emphasis on student voice and responsive teaching across all levels of the College. Timbarra provides education interventions, supports and extension programs including the Literacy and Numeracy Intervention groups and the Victorian High Achievers Program (Literacy/Numeracy).

The College¿s Explicit Instructional Model ensures that all teaching staff follow an Explicit Teaching Model with an emphasis on student choice, SMART goal setting and differentiation to accommodate the needs of all students. In our Primary School classrooms, Inquiry Based units of work promote the development of high order thinking skills incorporating student¿s personal interests. The College has implemented DET Skilled Learning Communities of Practice model across the school.

Timbarra College P-9 strives to develop resilient independent learners and takes pride in promoting positive and respectful relationships for all members of the school community. The College promotes a positive learning environment supporting the growth of each individual with an emphasis on student voice and agency and is committed to continually improving educational programs, facilities and resources for the benefit of all students.

Applications close Thursday 20 August 2026 at 11.59pm

Posted

7 August 2026

📌 Leading Teacher Range 3: PrimaryTeaching & Learning (Melbourne)
🏢 Government schools
📍 Melbourne