Overview

Work Type: Ongoing - Full-time

Salary: Salary not specified

Grade: Leading Teacher - Range 3

Occupation: Leading teacher

Location: Melbourne - Eastern suburbs

Reference: 1544769

Selection Criteria

SC1 Demonstrated expert knowledge of early childhood development, a functional understanding of family centred and best practice principles of early intervention with children who are deaf and hard of hearing and the educational implications of hearing loss on language development.

SC2 Demonstrated ability to lead and manage the implementation of school priorities, developing and implementing strategies to support the delivery of a statewide service for children who are deaf or hard of hearing and their families.

SC3 Demonstrated exemplary ability to monitor and assess child communication development and child learning at an individual and cohort level and to provide feedback on development and learning to families. Demonstrated ability to support others in using data to inform their practice.

SC4 Demonstrated exemplary interpersonal and collaborative functional leadership skills. Demonstrated ability to lead collaborative relationships with children, colleagues, parents and the broader school community focused on child learning, agency, well-being and engagement. Demonstrated capacity to provide authoritative educational guidance, exercise and build the capability of teachers and other staff through coaching, professional learning and shared problem-solving.

SC5 Demonstrated capacity to implement the VTLM 2.0 and the Victorian Government's evidence informed approach within work with children and the ability to build staff capacity, embed consistent explicit teaching and measure the impact of service on children's communication growth.

SC6 Proven capacity and expertise in leading inclusive practices, providing high-level strategic support and building the capability of other to improve outcomes for children with diverse learning and support needs.

Role

Leading teachers are highly skilled practitioners and undertake leadership and management roles commensurate with their salary range. The role of the leading teacher is to improve the skill, knowledge and performance of the team in the school and to improve the service of the early intervention team.

Typically, 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 are usually responsible for the implementation of one or more priorities contained in the school strategic plan.

Responsibilities

The key responsibilities of the leading teacher includes but are not limited to

- Leading the East team of multi-disciplinary staff within the Early Intervention program. Collaborating with and supporting the Assistant Principal/Manager in managing the Early Intervention program.
- Leading and supporting the schools monitoring and reporting policies and practices on an individual staff and team level - maintaining databases and coordinating staff priorities and resources accordingly.
- Leading and supporting the whole-school improvement initiatives related to the school strategic plan and the schools' priorities.
- Leading the provision of career development - building individual and team capacity of staff within the team.




- Leading staff performance and development (reviewing staff practice)
- Contributing to the overall leadership and management of the school.
- Contributing to the development of proposals for school council consideration.

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

The role involves travel across Victoria. Applicants must hold a current Victorian driver's licence and be willing to use their own comprehensively insured vehicle. Travel expenses and ATO milage rates are provided, and occasional overnight travel may be required.

Conditions of Employment





- 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

Aurora School is a Department of Education and Early Childhood (DE) school which specialises in Early Intervention and Early Education programs for deaf and deafblind children throughout Victoria with the main campus in Blackburn South and an additional office in Sunshine.

The school includes Statewide Early Intervention Outreach, site-based Early Education programs for children from birth to age seven and a 3yr and 4yr Community Kindergarten.

Our Bilingual Program uses both Auslan and English through play-based learning with the core purpose of building children's capacity to communicate through a bilingual philosophy.

We have a current enrolment of 245 children across our Early Education & Early Intervention programs with an additional number of children in our 3 and 4 year old Community Kindergarten program.

Aurora School has a highly trained team of professionals (60 staff equivalent to 39.4 full time) including Teachers of the Deaf, Early Childhood Educators, Deaf Educators, Teacher Assistants, Speech Pathologists, Social Workers, Psychologists, Occupational Therapists, and Audiologist, Physiotherapist and a highly supportive administrative team.

Aurora School aspires for excellence in early childhood for children who are Deaf, Hard of Hearing or Deafblind and their families and supports communication for lifelong learning. Our aim is to immerse children in a language-rich, warm and encouraging environment where they have the opportunity to develop language, speech, listening and communication.

This role is based in the east team in Blackburn South.

Apply now Applications close Tuesday 27 October 2026 at 11.59pm Posted 14 October 2026

📌 Team Leader (East Melbourne)
🏢 Victorian Government
📍 East Melbourne