Location Profile

Niddrie Primary School is located in the South Western Victoria Region and is a member of the Moonee Valley Network of schools. Niddrie Primary School was established in 1961 and in 2026 the school population is steadily increasing, with 305 students currently enrolled. The backgrounds of students reflect a cultural and socio-economic diversity with a current SFOE of 0.3005. Our school has extensive grounds and facilities that are very well maintained and aesthetically attractive.

Niddrie Primary School has high expectations for all learners and we work closely with our parents and community to ensure success for all students. We maintain a strong focus on literacy and numeracy achievement across all stages of learning.
Our students achieve results similar to like schools after accounting for background characteristics known to make a difference to students¿ results. Our Specialist program runs from Foundation to Year 6 and includes Science, Performing Arts, Visual Arts, Health & Physical Education, and Italian.

Our community defined school values are:

Respect:
We are respectful.
We show respect in the way we care for, interact with, listen to and treat others in our community.

Learning:
We are all learners.
We have high expectations for success.
We set goals for our learning and strive to be better.

Resilience:
We are resilient.
We overcome challenges by persevering and drawing on strategies to help us grow.

Inclusion:
We are inclusive.
We invite, encourage and support everyone to participate in our community.
We celebrate our differences.

Niddrie Primary School is committed to safety and wellbeing of all children and young people. This will be the primary focus of our care and decision making.

Niddrie Primary School has zero tolerance for child abuse.

Niddrie Primary School is committed to providing a child safe environment where children and young people are safe and feel secure, and their voices are heard about decisions that affect their lives. Particular attention will be paid to the cultural safety of Aboriginal children and children from culturally and/or linguistically diverse backgrounds, as well as the safety of children with a disability.

Every person involved in Niddrie Primary School has a responsibility to understand the important and specific role that they play individually and collectively to ensure that the wellbeing and safety of all children and young people is at the forefront of all they do and every decision they make.

Selection Criteria

SC1 Demonstrated expert knowledge of inclusive education, wellbeing frameworks, and the Disability Inclusion model. Demonstrated ability to lead and manage the implementation of school priorities related to Disability Inclusion, wellbeing systems, and the School Wide Positive Behaviour Framework (SWPBF), including coaching and mentoring staff in evidence-based practice.

SC2 Demonstrated ability to lead the planning and implementation of high-impact teaching and wellbeing strategies that promote positive relationships, student engagement and inclusive classroom environments. Demonstrated ability to support teachers to evaluate the impact of wellbeing and inclusion initiatives on student learning and behaviour outcomes.

SC3 Demonstrated exemplary ability to collect, interpret and use wellbeing, engagement and inclusion data to inform school improvement. Demonstrated capacity to lead colleagues in using data to identify student needs, monitor progress and evaluate the impact of interventions, including for students with disability and additional needs.

SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with teachers, Learning Support Officers, allied health professionals, parents and external agencies to improve outcomes for all students,



particularly those supported through the Disability Inclusion framework.

SC5 Demonstrated ability to model professional behaviours and attitudes consistent with Department values and the school's wellbeing culture. Demonstrated capacity to reflect upon personal and collective practice and to contribute to the design and delivery of professional learning that builds staff capability in inclusion and wellbeing.

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);
- 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 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 *******@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:

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.

📌 Leading Teacher Range 3 - Disability, Inclusion and Wellbeing (West Melbourne)
🏢 Government schools
📍 West Melbourne