Leading Teacher Range 3 - Inclusion and Engagement (Leading Teacher Range 3)

Job posted: 12/09/2023
Applications close: 25/09/2023 (Midnight)
3 days remaining

3 days remaining

Job Description

Location: Melbourne | Southern Metropolitan

Job type: Full time / From 29/01/2024 - 26/01/2026

Organisation: Schools (Government)

Salary: Salary not specified

Occupation: Teacher

Reference: 1363938

Reference: 1363938

Occupation: Teacher

Salary Range: Salary not specified

Work location: Melbourne | Southern Metropolitan

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.

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 professional learning.


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.


 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.

The successful applicant’s initial roles and responsibilities will predominately focus on Inclusion & Engagement which will consist of:

  • Leading Inclusion and Engagement across the school with a focus on Tier 2 supports and the High Ability Program 
  • Planning and delivering small group support and extension programs
  • Continuing to enhance staff knowledge and practice to support inclusion practices across the school 
  • Providing mentoring and coaching to further enhance teacher practice and ensure consistency in practice across the school through modelled lessons, observations and feedback 
  • Collaborating with AP Curriculum & Pedagogy & AP Student Wellbeing to support program delivery and monitor student support and intervention
  • Collaborating with school-based speech pathologist, literacy intervention staff and other support staff to provide a comprehensive program that meets student needs
  • Monitoring the completion of IEPS for all students under Tier 2 Disability and Inclusion
  • Collecting, collating and monitoring NCCD data and ensure that appropriate school-based supports (including IEPs) are being implemented 
  • Analysing data sets to track, monitor and identify trends and impact on student outcomes 
  • Managing the expenditure of budgets - Disability and Inclusion Tier 2, Student Excellence

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.

EEO AND OHS Commitment

The Department of Education and Training is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DE Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

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


To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.

Location Profile

Benton Junior College is a Victorian Government primary school located east of the Mornington township. Our school has an enrolment of 692 students. The school is authorised with the International Baccalaureate Organisation - Primary Years Programme (PYP).

Opportunities for children to achieve their academic and social potential are developed through a meaningful curriculum that connects with local and global communities. This is encapsulated in our mission statement: 'to motivate to learn; to teach to think; to encourage to imagine; and to show the compassion to care globally'. The PYP requires students to develop the skills to become active inquirers, drawing on their own experience to assist them to gain a greater understanding and appreciation of the world in which they live.

Our school has a clear focus to improve student outcomes in English and Mathematics through a culture of collaboration and collective endeavour by all staff. Teachers work in Professional Learning Teams to ensure a strong focus on students learning essential skills in English and Mathematics. Teachers plan collaboratively and use Common Formative Assessments to identify students¿ learning needs and personalise learning. There is a strong emphasis on explicit teaching and PLT¿s have developed `I can¿ statements to enable students to identify their current learning and future learning goals.

The school has developed a meaningful performance and development culture, and all staff commit to a personal professional development plan that links explicitly to the school¿s Strategic Plan and Annual Implementation Plans.

Students are provided the opportunity to participate in a wide range of extra-curricular activities which enhance and support our classroom programs. The Peninsula Connections, instrumental music, Japanese, performing, and visual arts, STEM, sport and camping programs extend student learning opportunities. The school is architecturally designed featuring inter-connected open classrooms. The gymnasium provides a wonderful facility for Physical Education and complements our extensive sports grounds, basketball courts and playgrounds. Specialist classrooms for Japanese, STEM, ICT, Visual and Performing Arts also enrich students' experiences.

Benton Junior College provides a respectful, purposeful, and stimulating learning environment. Classrooms are well equipped and welcoming. A school wide buddy system fosters our strong focus on developing community and supports new students who commence throughout the year with their integration into the school.

Student Wellbeing and Engagement policies and whole-school behaviour management strategies continue to maintain and promote a consistent and positive approach to respond to the social and emotional needs of our children. Children are guided effectively by staff and our school¿s `Learning Deal¿ to make considered and responsible choices that demonstrate the Attributes of the Learner Profile inherent in the Primary Years Programme.

A copy of our Strategic Plan can be accessed from the school¿s website at: www.benton.vic.edu.au

Leading Teacher Range 3 - Inclusion and Engagement (Leading Teacher Range 3)

Job type:

Full time / From 29/01/2024 - 26/01/2026

Job classification:

Leading Teacher Range 3


Melissa Wisniewski | 03 5973 9100

Leading Teacher Range 3 - Inclusion and Engagement (Leading Teacher Range 3)