Location:
Melbourne - CBD and Inner Metro suburbs
Reference:
*******
Location Profile
Lead the next phase of wellbeing, behaviour and inclusion at one of Victoria¿s newest schools.
Narrarrang Primary School opened in **** on Smith Street in Port Melbourne, serving the growing Fishermans Bend community from Prep to Year 6.
Now entering our second year, we are moving from establishment to disciplined implementation and improvement.
Narrarrang has a clear educational direction: purposeful, rigorous and joyful learning; evidence-informed teaching aligned with VTLM 2.0; and a commitment to strong universal practice, predictable routines and inclusive learning environments.
Our purpose-built facilities include evidence-informed learning spaces, specialist areas, multiple play spaces, a playing field, outdoor areas that promote wellbeing and exploration, and community facilities.
We are `Growing futures, together¿.
Our values of Connection, Compassion and Courage guide our work, alongside a commitment that every learner is seen, known, valued, and challenged.
This is a Leading Teacher role for someone who enjoys being on the floor in classrooms, alongside teams and learners.
While the role carries school-wide leadership responsibility, its impact will come primarily through observing, modelling, coaching, co-planning, collaboration and practical support rather than managing from a distance.
We are looking for someone who wants to help teams translate evidence and learner needs into effective everyday practice.
You will:
Lead the implementation, monitoring and refinement of Narrarrang¿s multi-tiered approach to wellbeing, behaviour and inclusion, strengthening universal practice while ensuring targeted and individualised supports are purposeful, coherent and reviewed for impact.
Lead Tier 1 behaviour and positive-climate practice, including explicit routines and expectations, pre-correction, behaviour-specific positive feedback, logical consequences, regulation, re-entry and repair; through professional learning, modelling, coaching and feedback.
Serve as the school¿s nominated MHWL, leading whole-school mental health promotion, staff capability, early intervention and clear internal and external care pathways.
Lead Disability Inclusion in partnership with the Assistant Principal and DI team, strengthening reasonable adjustments, SSGs and support plans, Disability Inclusion Profiles, NCCD evidence and moderation, and the consistent implementation and review of adjustments in everyday practice.
Coordinate and review Tier 2 and Tier 3 supports for learners with complex wellbeing, behaviour or inclusion needs, including behaviour support, de-escalation and re-entry planning, with clear goals and review points.
Provide day-to-day leadership and coordination for Inclusion Support and relevant staff, and work collaboratively with learners, families, allied health professionals and external agencies to translate advice into coordinated, practical educational supports.
Analyse student, implementation and intervention data to identify priorities, evaluate impact, contribute to school improvement and policy development, and refine sustainable whole-school systems and practice.
This is not a case-management-only or therapeutic position.
The role is deliberately practice-facing, but its purpose is to strengthen the capability of the adults and the systems around learners.
You will work closely with the Principal, Assistant Principal and wider staff to make inclusive practices stronger across Narrarrang.
Who We¿re Looking For:
We are looking for an excellent teacher and leader who brings both character and competence.
You will have strong research informed professional knowledge, sound critical judgement, relational capability and the ability to turn great thinking into effective practice.
You¿ll thrive in this role if you:
Are an excellent classroom practitioner with strong instructional credibility who enjoys working alongside teachers, education support staff and learners.
Bring strong knowledge of evidence-informed wellbeing, behaviour and inclusion practice, with the ability to translate policy, evidence and learner needs into effective everyday practice.
Can move confidently between strategic thinking and practical, on-the-ground support, using a multi-tiered lens to distinguish when stronger universal practice, explicit skill teaching, targeted intervention, reasonable adjustments or intensive individualised support is required.
Build capability in others through modelling, co-planning, coaching, feedback, collaboration and constructive professional dialogue.
Bring strong knowledge of Disability Inclusion, reasonable adjustments, SSGs, IEPs and support planning, NCCD and multidisciplinary collaboration.
Exercise calm,



proportionate and sound judgement in complex situations, with a strong focus on safety, dignity, learning and successful re-entry.
Build strong, authentic relationships with learners, colleagues and families and are humble, curious and open to learning while maintaining high expectations.
Are organised, proactive and implementation-focused and able to establish systems, monitor impact, adjust course and strengthen the work of the school.
Why This Role Matters
At Narrarrang, wellbeing, behaviour and inclusion are not separate from learning; they are part of how we ensure every learner is seen, known, valued and challenged.
Our core practices are established.
This role is about helping them live consistently and powerfully across the school: working alongside staff and learners, strengthening capability, and ensuring high expectations, belonging and support are evident in every classroom.
Narrarrang enters its second year with clear educational direction and strong foundations.
As our Leading Teacher ¿ Wellbeing, Behaviour & Inclusion, you will have genuine scope to influence school-wide practice and learner experience, strengthening the systems and everyday practices that help all learners participate successfully and thrive.
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 capacity to strengthen whole-school wellbeing, behaviour and inclusion through collaborative, practice-focused leadership, building staff capability, improving classroom practice.
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
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are not limited to:




Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
Leading and managing staff performance and development (review of staff);
Leading and managing the development of the school's assessment and reporting policies and practices;
Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
Responsibility for general discipline matters beyond the management of classroom teachers;
Contributing to the overall leadership and management of the school;
Contributing to the development of proposals for school council consideration;
Developing and managing the school code of conduct.
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 ******
Child Safe Standards
Victorian government schools are child protected 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:
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:
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
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 ****, 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';
a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July **** 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).
Applications close Wednesday 14 October **** at *****pm
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📌 Leading Teacher Range 3 - Wellbeing, Behaviour And Inclusion - Growing Our Future (Melbourne)
🏢 Department of Education & Training, Victoria
📍 Melbourne