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.

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, skilled 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.

📌 Team Leader (Melbourne)
🏢 Government schools
📍 Melbourne