Overview
Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Northern suburbs
Reference:
Location Profile
The Victorian School of Languages provides language education across all three educational sectors (government, independent and catholic). It is a government school for students from Foundation to Year 12 who do not have access to the study their language of choice in their mainstream schools. The school`s language program is delivered through face-to-face teaching in Centres across the state and through Distance Education mode. Currently the VSL offers 49 languages and EAL around Victoria to more than 14,000 students in face-to-face classes and 1700 students in distance education.
There are multiple campuses across Victoria in both metropolitan and country areas. High level management is required to achieve consistent outcomes. In addition to the face to face classes and distance education provision, the school also offers EAL virtually for students located in rural and remote areas.
The role of Leading Teacher : Curriculum & Inclusion (Western Corridor)is a unique one and entails working with the Assistant Principal (Curriculum) to support the curriculum delivery of a number of centres clustered in geographical areas. Potential base office locations for this position (in consultation with the principal) include Sunshine, Keilor Downs, Caroline Springs and North Geelong. Leading Teachers also attend Head Office in Collingwood for weekly meetings.
This is one of three new Leading Teacher : Curriculum & Inclusion positions across the VSL organisation.
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
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
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:
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:
Other Information
Prospective applicants are welcome to visit our website or make an appointment to discuss with the Principal or email
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
VIT LANTITE
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.
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.
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
Responsibilities - Leading Teacher
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.
Responsibilities for this role at the VSL will include:
* Support the development of F-10 Continuum of Teaching & Learning
* VCE curriculum support
* Victorian Curriculum F-10 Updates including Languages Version 2.0
* Classroom visits - observations/demonstrations aligned with AIP
* PTT holders support
* In conjunction with the other Curriculum & Inclusion Leading Teachers, remain updated on department obligations regarding inclusive practices at the VSL
* Liaise with home school regarding disability requirements for identified students
* Assist teachers to develop and implement IEPs for VSL language students with a disability
* Any other duties as directed by the Principal.
This is one of three new Leading Teacher : Curriculum & Inclusion positions across the VSL organisation.
Applications close Thursday 11 September 2025 at 11.59pm
Posted
29 August 2025