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 particularly in structured synthetic phonics.

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 qualified learning.

SC6 Demonstrated high-level knowledge and exemplary skills in student adjustments to support disability inclusion, promote a tiered approach to inclusive education, and implement evidence-based interventions that maximise outcomes for students with additional needs.

Applicants should submit:

- A cover letter of no more than one page, addressed to the Principal, outlining why you want to join Balambalam Primary School and what you would bring as a leader.
- A response to the selection criteria.
- A resume including at least three professional referees, with email addresses and phone numbers.

Please include your name in attachment titles and on each page, and combine your cover letter, resume and selection criteria responses into one PDF document.

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

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

Grow With Us at Balambalam Primary School in 2027

Balambalam Primary School is seeking a passionate, reflective and collaborative Leading Teacher - Wellbeing & Inclusion to join our leadership team in 2027. This is an opportunity to strengthen inclusive classroom practice, build teacher capability and contribute to the ongoing development of a young and growing school.

School Tours

We strongly encourage interested applicants to attend a school tour before applying. Joining a new and growing school as a leader is an important decision, and we want the process to be the right fit both ways. A tour will give you the opportunity to see our learning spaces, understand our school context, hear more about our approaches, meet members of leadership and consider whether Balambalam Primary School is the right professional fit for you.

School tours will be held on:

- Thursday 22nd October @ 4:15pm (Week 3)
- Monday 26th October @ 4:15pm (Week 4)
- Thursday 5th November @ 4:15pm (Week 5)

Please register your attendance using the Google Form: https://forms.gle/aqKkcLKHfNaUt8im6

About Balambalam Primary School In 2027, we are no longer beginning from a blank page. We are building on the foundations established during our first year, strengthening the culture, practices and expectations that will shape our school for years to come.

Located on Bunurong Country in Clyde North, Balambalam Primary School is a purpose-built Supported Inclusion government primary school. We opened in 2026 with 238 students across Foundation to Year 6, with current enrolments projections in 2027 of approx. 500 students.

Our growing team of 9 staff includes a Principal, three Assistant Principals, three Learning Specialists, two Leading Teachers, 21 teachers and 25 education support staff.

We acknowledge the Bunurong People as the Traditional Custodians of the land on which we learn, work and grow. We pay our respects to Elders past and present and recognise their continuing connection to Country, culture and community.

An on-site kindergarten will open in 2027, strengthening early years connections and supporting transitions for children and families.

Supported Inclusion

Our school is designed to meet the needs of diverse learners, including students with disabilities. Inclusion is not a separate program at Balambalam. It is part of the way we teach, lead, collaborate, design learning environments and build relationships.

We are committed to a school where every learner, and every staff member, is seen, supported and successful.

Our Values

Our work is grounded in our TRUE values:

Tenacity - we keep improving, reflect on our practice and commit to growth.

Relationships - we build trust, connection and belonging.

Unity - we work together with consistency, shared responsibility and care.

Excellence - we hold high expectations and strive for quality in all we do.





Staff are part of a collaborative professional culture where learning is shared, practice is strengthened through feedback, and improvement is a collective responsibility. We value professionalism, curiosity, flexibility and meaningful partnerships with families and our wider community.

Our Curriculum and Instructional Approach

We are building an evidence-based, knowledge-rich curriculum aligned with the Victorian Teaching and Learning Model 2.0. Our instructional model follows a consistent sequence: Review, Explicit Teaching, Supported Application and Application.

Teachers plan for acquisition, fluency and generalisation, helping students develop knowledge, practise with increasing accuracy and automaticity, and apply learning in new contexts.

In literacy, we deliver synthetic phonics through Little Learners and use DIBELS to assess progress and inform teaching. Specialist programs include Science, Performing Arts, Visual Arts, Physical Education/Health and, from 2027, Auslan.

Our Wellbeing Approach

Wellbeing is embedded in daily practice through solid relationships, belonging and emotional safety. We are embedding Positive Classroom Management Strategies (PCMS) to support calm, predictable classrooms and use the Zones of Regulation to develop emotional awareness and regulation strategies. In 2027 we will commence a partnership with SWPBS.

Each day and staff professional learning session begins with Circle Time. Social and emotional learning, culturally responsive practice, targeted interventions and wellbeing groups support our inclusive approach.

Role

The Role - Leading Teacher, Wellbeing & Inclusion The Leading Teacher will provide leadership within an allocated sub-school, working closely with the Assistant Principal/s responsible for wellbeing and inclusion as well as alongside the Learning Specialist to oversee and support teachers.

Together, the Leading Teacher and Learning Specialist will connect high-quality teaching, wellbeing and inclusion, helping teachers identify student needs, implement effective adjustments and evaluate their impact.

The role requires an exemplary reflective practitioner who can lead improvement, translate evidence into practical guidance and strengthen the knowledge, confidence and capability of others.

Responsibilities

Key responsibilities include:

- Leading and supporting the sub-school: Work alongside the Learning Specialist to guide teachers, strengthen consistent practice, contribute to Professional Learning Communities and implement school improvement priorities.
- Building inclusive classroom practice: Support teachers to identify barriers to learning and implement adjustments through collaborative planning, modelling, coaching, co-teaching and evidence-informed resources and professional learning.
- Supporting individual planning: Guide teachers in developing, implementing and reviewing Individual Education Plans, behaviour support plans and classroom adjustments. Support Student Support Group meetings and Disability Inclusion processes, ensuring agreed actions are embedded in daily practice.
- Leading wellbeing and engagement: Support teachers with regulation, behaviour and student wellbeing, coordinating responses with families and the wellbeing and inclusion team.
- Monitoring attendance: Identify emerging concerns, support timely follow-up and work with teachers, families and school leaders to address barriers to attendance and participation.
- Using evidence to improve outcomes: Review learning, attendance, behaviour and wellbeing information to identify needs, monitor adjustments and interventions, and determine next steps within the school¿s tiered support approach.

The focus is on building teacher capability and shared responsibility, rather than taking over teachers¿ responsibility for their students¿ learning and classroom programs.

Classroom Responsibilities and Flexibility

This is primarily a leadership role and will not carry a full-time classroom teaching allocation. Time will be allocated out of the classroom for leadership and staff development.

The successful applicant will remain actively involved in classroom practice through modelling, co-teaching, targeted support and other classroom responsibilities as required. These responsibilities may vary throughout the year as enrolments, staffing and student needs change.

Flexibility is essential in a new and growing school. However, the main responsibility will remain sub-school leadership, wellbeing and inclusion, rather than ongoing responsibility for a single classroom.

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.

📌 2027 Leading Teacher Range 3 Wellbeing and Inclusion (3-year tenure) (Melbourne)
🏢 Government schools
📍 Melbourne