Overview Work Type: Ongoing - Full-time Salary: Salary not specified Grade: Leading Teacher - Range 3 Occupation: Leading teacher Location: Hume - Greater Shepparton Reference: 1521678 Location Profile St Georges Road Primary School is situated south of the central business district of Shepparton. We have a rich, vibrant and culturally diverse student population. Our current enrolment is 346 students. Approximately 50% of our students are from non-English speaking backgrounds, representing around 24 countries with higher proportions from Middle-Eastern, African and South Pacific regions. St Georges Road Primary School celebrates our rich diversity through the curriculum, specialist programs and events. We are extremely proud of our diverse community which is a huge asset and strength of the school. We believe that the success of each child relies on a strong partnership between staff, students and parents. Our school community is committed to providing a safe, inclusive and engaging environment where learning experiences challenges and supports each student to achieve their potential. The core values that permeate the culture of our school are: Respect ¿ Responsibility ¿ Learning The teaching and learning program at St Georges Road Primary School is divided into three sections (F-2, 3-4, and 5-6) each overseen by a Learning Specialist who provides their team with planning support, coaching and leadership.
Students at St Georges Road Primary School are active participants in a knowledge rich, low-variance curriculum. The Humanities, Science and Digital Technologies curricula is integrated into daily English lessons where students engage with a variety of quality literature and expand their background knowledge about rich and deep themes in units of work designed to ensure academic rigour. Mathematics is taught using an explicit instruction model and engagement norms, concrete materials and dedicated problem-solving lessons are utilised to encourage whole class participation. Visual Arts projects are linked to the themed units of work to provide a wholistic approach to engaging with new information. The instructional model at St Georges Road Primary school follows the VTLM 2.0 and teachers are experts in planning, enabling learning, explicit teaching and supported application.
A Response to Intervention Model ensures that all students are screened regularly using normed and standardised assessments to guide enrolment of students into intervention programs out of the classroom, and to enable classroom teachers to effectively provide in-class support to students who require learning adjustments. An education support staff member supports each classroom.
Our students participate in four weekly specialist lessons and currently the program has the following specialist subjects: Auslan, Physical Education and Health, Sport and STEM. Our Years 3-6 students also participate in semester-based co-curricular activities of our Flourish and Nourish kitchen-garden program led by visiting nutritionist and our U-Turn Mechanics Shed Program.
At St Georges Rd Primary School, student wellbeing is considered just as important as academic learning. Our comprehensive wellbeing program incorporates Respectful Relationships, the Berry Street Education Model, and School-Wide Positive Behaviour Support systems. Through these frameworks, we explicitly teach students to identify their emotions and develop strategies to support self-regulation. Staff model positive behaviours to help students build essential life skills. Our Wellbeing Hub is staffed by an Assistant Principal, a Lead Teacher, and three Education Support Staff. The Hub provides targeted support for students who are not yet able to fully engage in classroom learning. While in the Hub, students are supported to regulate their emotions and are taught proactive strategies to help them successfully return to and remain in the classroom. The Inclusion Hub offers access to a multidisciplinary team including an Occupational Therapist, Speech Therapist, and Play Therapist. Students are timetabled to attend individual or small-group sessions throughout the week, ensuring their developmental and learning needs are supported.
A Before and After School Care program, breakfast club, homework clubs and lunchtime enrichment programs cater for all students. Additional programs that enrich our school community includes a community hub, a visiting paediatrician, play therapy and speech support. 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. SC6 Demonstrated knowledge and experience of implementing a trauma informed practice model, and Science of Learning pedagogical approaches. 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.
* Leading and managing a whole school response to intervention program
* Leading and developing middle leaders through coaching and meeting facilitation
* Leading and managing the whole school roll out of a Science of Reading based approach in Literacy across all year levels including but not limited to delivering high quality professional learning, liaising with research experts, ensuring the school has access to adequate resources and updating documentation to reflect current practices.
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 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:///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:///pal/values-department-vps-school-employees/overview Other Information
* 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:///hrweb/Pages/default.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:///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. Applications close Sunday 5 April Posted 23 March 2026