Department of Education Victoria – Tullamarine VIC

1d ago , from Department of Education & Training Victoria

Tullamarine Primary School is a welcoming and inclusive learning community in Melbourne¿s north-west, with a 2026 enrolment of 206 students drawn from more than 30 suburbs. We are part of the Hume Moreland Network in the North-Western Victoria Region and maintain strong connections with local kindergartens, primary schools and secondary colleges.

Our school combines high expectations for learning with a strong commitment to student wellbeing, belonging and connectedness. We believe students achieve their best when they feel known, valued and supported, and when teaching is purposeful, explicit and responsive to their needs.

Tullamarine Primary School has been recognised as a finalist in the Outstanding School Improvement category of the 2026 Victorian Education Excellence Awards . This recognition reflects the collective work of our staff, students, families and improvement partners in strengthening teaching practice, developing consistent approaches and building a positive school culture.

Our Vision, Mission and Values

Our vision is to empower students to become lifelong learners who strive to reach their full potential academically, socially and emotionally.

As a community, we set high expectations, build strong relationships and support one another to collaborate and take risks in learning. Our commitment to a high-quality education in an inclusive learning environment is underpinned by three school values:

- Respect: Recognising, accepting and valuing the rights, feelings, abilities and qualities of others.
- Resilience: Developing self-awareness and drawing on strategies and support to respond to challenges, persevere and grow.
- Teamwork: Supporting one another and working together to achieve shared goals.

These values are explicitly taught, modelled and reinforced throughout school life.

Curriculum, Teaching and Learning

Tullamarine Primary School delivers a comprehensive curriculum aligned with the Victorian Curriculum 2.0, with a strong focus on literacy and numeracy. Specialist programs include The Arts, Physical Education, Auslan and STEM.

Our teaching approach is informed by the Victorian Teaching and Learning Model 2.0. We are strengthening consistent, evidence-informed practices that include explicit teaching, clear learning intentions and success criteria, daily review, purposeful opportunities for students to respond, and checks for understanding.

Staff work collaboratively to develop and refine curriculum documentation, learning progressions, assessment practices and teaching sequences. Assessment information, including classroom evidence, PAT and NAPLAN, informs planning, identifies student needs and supports evaluation of teaching impact.

Our pedagogical framework brings together shared expectations for teaching, learning and belonging. A multi-tiered system of support guides our work to provide appropriate challenge and additional support so that every student can make progress.

Student Wellbeing, Relationships and Belonging

Strong relationships and student connectedness are central to our work. We place a high priority on creating calm, predictable and supportive learning environments where students feel safe to participate, seek help and take on challenges.

Our Personal, Social and Emotional Learning curriculum explicitly develops the skills students need to understand themselves, manage emotions, build relationships and contribute positively to their community.

Through School-Wide Positive Behaviour Support, staff explicitly teach behavioural expectations and use consistent acknowledgement and praise to recognise students¿ efforts and positive choices. Universal, targeted and individualised supports respond to students¿ varying needs.

Student voice, leadership opportunities and feedback help shape our school. We use wellbeing and engagement data, alongside conversations with students and families, to understand their experiences and guide improvement.

Staff and Professional Culture

Tullamarine Primary School offers a collaborative professional environment where staff contribute to a shared direction and take collective responsibility for student learning and wellbeing.

Our improvement journey has focused on developing both people and the structures that support effective practice. Collaborative planning, skilled learning communities, instructional coaching, observation and feedback provide opportunities for staff to learn together, reflect on practice and evaluate impact.

Leaders work alongside teachers to support implementation and qualified growth. We value openness to feedback, curiosity,



professional generosity and a willingness to contribute to consistent approaches across the school.

We seek staff who build positive relationships with students, colleagues and families; hold high expectations for every learner; and actively contribute to our culture of collaboration and continuous improvement.

Community and Learning Environment

Families are valued partners in their children¿s education. Learning celebrations, community events and regular communication strengthen these partnerships and provide opportunities to recognise student achievement and progress.

The school occupies a spacious, level site with buildings upgraded in 2018¿19. Facilities include a synthetic grass oval, a large shaded adventure playground and a covered outdoor activities area. Our well-maintained learning spaces and grounds support learning, play and positive social connections.

Our Continuing Improvement

Our priorities include strengthening literacy and numeracy outcomes, embedding Victorian Curriculum 2.0 and VTLM 2.0, refining assessment and intervention practices, and deepening student belonging and connectedness.

Joining Tullamarine Primary School means contributing to a school with a clear direction, a strong relational culture and a shared commitment to improving outcomes for every student.

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

- 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);
- Teaching demonstration lessons;
- 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 adaptable 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:

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

No job description available

Conditions of Employment

No job description available

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 atRecruitment in Schools.

Be careful - Don’t provide your bank or credit card details when applying for jobs. Don't transfer any money or complete suspicious online surveys. If you see something suspicious, report this job ad.

#J-18808-Ljbffr

📌 Curriculum Innov & Leadership (Melbourne)
🏢 Department of Education Victoria
📍 Melbourne