SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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 capacity to strengthen whole-school wellbeing, behaviour and inclusion through team-oriented, practice-focused leadership, building staff capability,



improving classroom practice.

Other Information

The Role:

The Leading Teacher - Wellbeing, Behaviour & Inclusion will commence in Term 1, 2027. The position may be appointed at a time fraction between 0/6 and 1.0 FTE, negotiated with the preferred candidate. It includes the school's nominated Mental Health and Wellbeing Leader (MHWL) function. Responsibilities and allocation will reflect the successful applicant's time fraction, expertise and the evolving needs of our growing school. At 1.0 FTE, the role may include a small teaching allocation of less than 0.4 FTE where this directly supports identified wellbeing needs, targeted intervention or modelling of effective practice.

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.

- Lead the implementation, monitoring and refinement of Ararat West Primary School's multi-tiered approach to wellbeing, behaviour and inclusion, strengthening universal practice while ensuring targeted and individual 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 p

📌 Leading Teacher (Ararat)
🏢 Government schools
📍 Ararat