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 experience in leading consistent approaches to student management and engagement in the Primary years, and community-connected initiatives across a regional P12 school.
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);
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.
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)
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:
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:
Applicants are free to structure applications in any manner they choose, but must ensure that the following are included:
A specific response to all of the Selection Criteria and position details. It is suggested that applicants limit their response to not more than 7 pages
A Cover Letter introducing yourself and providing your name, record number (if currently employed by DE), home address, telephone numbers (home, work and mobile) and the vacancy number of the position.
A summary of experience and qualifications.
The names and contact details of three referees who can provide information regarding the applicant in relation to the Key Selection Criteria.
Applications to be submitted via Recruitment Online in preferably a .pdf format.
The Selection Process will involve at least the following steps:
Receipt of application by closing date
Shortlisting of applications
Interview process (applicants may be invited back for a second interview)
Referee checks (these may occur prior and/or after the interviews)
Note: the panel reserves the right to contact others outside of the list of referees provided by the applicant. On making a decision to appoint, a job offer will be made to the successful applicant.
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
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 ****, 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 **** 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).
Our College values of Community, Inclusion, Respect and Integrity are at the core of all relationships and guide every daily interaction. We believe that quality relationships based on inclusiveness and mutual respect between parents, teachers and students are the key to us achieving our purpose.
Student wellbeing is critical in empowering students with the social and emotional competencies to experience success and happiness in a rapidly changing world. A comprehensive student wellbeing structure is in place throughout the College. Staff teams coordinate a series of DET inclusive programs (including SWPBS, RRRR, Marrung) and services that build student self-worth, personal identity and relationships of mutual respect. We have a dedicated team running our Breakfast Club and Outside School Hours Care program for our community.
Murtoa College P-12 embraces its position within the community. The College is actively building community partnerships that transform educational opportunities and outcomes for students. Murtoa College is proud to be at the heart of the local community, offering truly student centred, rich learning programs that promote exciting and extensive pathways into an increasingly global society.
Murtoa College is a Foundation to Year 12 School of currently 244 students situated 300 kilometres north-west of Melbourne, and approximately 30 kilometres east of Horsham. Currently the F-6 area has a total of 103 students. Classes are run at each year level in years 7-12 and in the senior years we offer the VCE, VCE Vocational Major (VM) and Victorian Pathways Certificate (VPC). We also facilitate traineeships and assist students to find apprenticeships with local industries with the support of the onsite Headstart Coordinator.
Our college draws students from the local area, Murtoa College also has students who travel by bus each day from Horsham. The school services a wide area that ranges east to west from Horsham to Rupanyup (45 kilometres) and north to south from Minyip to Glenorchy (about 50 kilometres).
Our feeder schools are Minyip Primary School, Rupanyup Primary School and Our Lady Help of Christians School. We also have a number of families in Horsham who choose to send their children to Murtoa College to provide their education in a rural setting with smaller class sizes. Murtoa College works in collaboration with these rural primary schools through the Dunmunkle Cluster where we network, share resources and support an extensive transition program.
The college has 23.5 EFT teaching staff plus ***** EFT education support staff working across administration, classroom support and maintenance. Murtoa College has a beautiful groodle named Rosie who is a therapy dog who is used to support the wellbeing of students and staff.
Murtoa College seeks to ensure our students learning works in concert with their home and community. Ours is a school that understands education occurs within and beyond the school gate, through both teaching staff and drawing upon the wisdom and experience of local community members. Murtoa College works in collaboration with these rural primary schools through the Dunmunkle Cluster where we network, share resources and support an extensive transition program.
Our key objectives at Murtoa College are:
To improve the learning growth of all students in all areas.
To ensure all students are motivated in their learning and that they have a strong sense of belonging and connectedness to the college and their peers.
To maintain a safe and respectful environment for the whole college community.
Applications close Wednesday 10 December **** at *****pm
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