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:
1. Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
2. Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
3. Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
4. Leading and managing staff performance and development (review of staff);
5. Teaching demonstration lessons;
6. Leading and managing the development of the school's assessment and reporting policies and practices;
7. Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
8. Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
9. Responsibility for general discipline matters beyond the management of classroom teachers;
10. Contributing to the overall leadership and management of the school;
11. Contributing to the development of proposals for school council consideration;
12. Developing and managing the school code of conduct.
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
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
Conditions of Employment
13. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
14. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
15. A probationary period may apply during the first year of employment and induction and support programs provided.
16. 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.
Location Profile
Verney Road School (VRS) is a state government educational facility in the North Eastern Victorian regional city of Shepparton. Students at the school are funded under the Program for Students with Disabilities (PSD) and have a mild to profound intellectual disability. Many students have multiple diagnoses of disability which may include Autism Spectrum Disorder (ASD), Down Syndrome, Attention Deficit Hyperactivity Disorder (ADHD), associated impairments such as sensory and physical impairments and/or challenging behaviours.
Students’ ages range from three to eighteen years of age. The school has an Early Education Unit and three school aged sections, Early, Middle and Senior Years. Current enrolments are 250, which includes 21 Early Education students.
Nearly 70 percent of our students travel to school on our contact buses. Our Designated Transport Zone covers a wide area including Euroa and Violet Town, Numurkah and Katunga and as far west as Nathalia.
Verney Road School operates within four units; Early Years (5-8 year olds), LowerMiddle Years (9-12 years), Upper Middle Years (13-15years) and Senior Years (16 – 18 years). Each unit is led by a non-teaching Leading Teacher. We also have an Early Education program for students from – 5 years)
Over the last few years, the student enrolment has steadily increased. Facilities and programs at the school are being implemented to meet the growing demand. In 2022 there is a total of 26 classrooms with an average class size of 9 students. We also have an Allied Health Team, which includes Occupational Therapy, Speech Therapy, Physiotherapist, Psychologist, Massage, Mental Health Practitioner and specially trained Education Support Staff to deliver a range of programs and supports across the school. Accordingly teacher and Education Support (ES) numbers will also increase. Currently our total number of staff is 108.
Our curriculum is varied and strongly grounded in our belief that every child can learn. We aim to support our students to be as independent and likeable as possible. In Early and Middle Years the curriculum is based on the Victorian Curriculum. We have Learning Specialists who support our classroom teachers in English, Communication, Mathematics and Inclusion (ASD). Our curriculum also provides music, physical education and art as specialist programs.
Our Senior Years follow the VCAL Curriculum and focusses on developing pathways for the future. Every student at VRS leaves with a developed pathway such as further study at TAFE, work or apprenticeships while others attend Connect GV or Shepparton Access.
Development and support of teacher practise is monitored through the Performance and Development process for teacher practice. We have a VRS instructional model which is used to clearly identify expectations. Established routines are a vital part of daily teaching at VRS and a timetable of the day is displayed. Visual cues are used in every lesson and highlights the importance we place on Augmentative and Alternative Communication (AAC).
Our Wellbeing Team includes a social worker and a Parent Liaison ES. This latter role was developed to support our families in transitioning to the NDIS, but further supports families in a range of ways including transitions and medical needs. We are dedicated to both student and staff wellbeing as reflected in our current Strategic Plan.
Be Safe. Be Respectful. Be Responsible. Be a Learner.