SC1      Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of students with disabilities across the curriculum.

SC2      Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.

SC3       Demonstrated ability to support teachers in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.

SC4       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 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;
• Responsibility for mentoring graduate teachers through the VIT registration process.

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.

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.

The Department of Education 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. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au

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

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

This position is tenured for 2 years - 28/01/2025 to 25/01/2027

• 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.

Nepean School, located in Seaford, is an innovative educational choice offering individualised learning for students with physical disabilities and complex health impairments. We currently have 152 students enrolled at Nepean School. 

Our transdisciplinary teams work collaboratively with families to identify learning priorities, set goals and develop individualised learning plans for every student.

The transdisciplinary teams at Nepean consist of teachers, physiotherapists, occupational therapists, speech therapists, registered nurses (RN1), music therapists, psychologist who work together to design and implement engaging learning programs for all students.

These active partnerships ensure every child has the very best opportunity to reach their potential. Our transdisciplinary teams walk beside the student and their family on their learning journey, celebrating each achievement and success.

We provide comprehensive Individual Learning Plans (ILPs) for students at all stages of learning, from level A through to VET programs. Nepean School uses the Victorian Curriculum to develop learning experiences at each student¿s stage of learning. The Nepean School Goal Bank is also used to break down learning goals and identify supports the student may need to reach their goal.  Our students have the opportunity to engage in learning across all curriculum areas including English, Mathematics, Information & Communication Technology, History, Geography, Personal & Social Learning, Health & PE, The Arts, Life Skills, Community Skills, Civics & Citizenship, Design Creativity and our newly introduced STEM program (Science, Technology, Engineering & Maths).

Our school has developed a set of values that guide our practice and affirm our purpose-

-       place the student at the centre of all decision making

-       enable students to be active learners and have fun

-       provide opportunities for all students to be the best they can be

-       share knowledge and skills

-       build positive relationships and celebrate achievements

-       engage in professional learning that reflects current educational and therapeutic best practise

We are connected by a strong belief that our purpose is to make a significant difference within and beyond our community.

Our school has three simple rules, in line with our commitment to the Random Acts of Kindness program. Our rules are-

-       kindness to self

-       kindness to others

-       kindness to the environment

In this way we are focusing on, teaching and celebrating positive behaviour traits, promoting responsibility and awareness of our environment.

Our school motto is ¿

                        `Together we Achieve the Extraordinary¿

Our school has evolved into a dynamic learning environment, where every member of our school community is supported to achieve their goals and empowered to embrace life-long learning.

https://www.nepean.vic.edu.au/