Beveridge Primary School is a multi‑campus school located on the Northern Fringe of Melbourne. From 2026 the campus composition is as follows: Arrowsmith Junior Campus – Foundation & Grade 1 and the Ambrosia Senior Campus – Grade 2–6. Beveridge is in the northern growth corridor and is expected to continue to see significant growth over the next five years. Beveridge PS aims to be a safe, welcoming and engaging community. We value enquiring minds and encourage the best in all. These values underpin our disciplinary framework that 'Every‑body has the right to feel safe and comfortable and every‑body has the right to learn'. We believe it is the job of every adult who our students encounter to model these beliefs all day, every day. Our community is committed to nurturing active and caring Australian citizens who support intercultural understanding and who can acknowledge and value alternative points of view.
About the School
The teaching of literacy and numeracy is underpinned by a whole‑school consistent approach. Our teachers differentiate the curriculum to individualise the learning needs of our students. The school's planning and assessment practices are a high priority and are used to drive curriculum planning and delivery and to track student progress. Our curriculum also offers music, an annual whole‑school production, fine arts, physical education and Auslan (LOTE). The wellbeing program includes a literacy intervention, a numeracy intervention, and a wellbeing coordinator to support students, families and teachers.
We are working towards delivering a greater access to computers programme in the school and a sophisticated IT skills programme scaffolded into student programmes. Our School Values for 2026: Excellence, Respect, Togetherness and Resilience.
Role & Responsibilities
It is expected that the Leading Teacher will perform the following duties:
* Key member of the School Executive Leadership Team, School Improvement Team and Wellbeing/SWPBS Committee.
* Drive implementation of improvement initiatives aligned with the School Strategic Plan (SSP), Annual Implementation Plan (AIP), and broader school priorities.
* Lead and implement the Marrung Aboriginal Education Plan, building staff capability in culturally responsive teaching.
* Enhance staff capacity to embed the Multi‑Tiered Systems of Support (MTSS) and deliver coherent, school‑wide Tier 1 approaches.
* Collaborate with executive leadership to strengthen organisational systems and practices.
* Conduct staff performance reviews and foster professional growth.
* Work closely with the Campus Principal to implement school‑wide student management practices.
* Set and uphold high expectations for student achievement and conduct, and facilitate engagement strategies aligned with MTSS such as lunchtime programmes, incursions and guest speakers.
* Manage student behaviour and incidents for designated year levels, including high‑level or crisis situations.
* Maintain thorough Compass documentation and communicate incident follow‑up outcomes effectively.
* Support staff in developing Safety Plans, Behaviour Support Plans, IEPs, Attendance Plans and facilitating Student Support Group meetings.
* Monitor attendance proactively and manage case support for students with significant wellbeing needs.
* Case‑manage individual students with more significant wellbeing needs to receive appropriate support.
* Support transition processes for new enrolments and progression between year levels.
* Promote student success through assemblies, newsletters, emails and school social media.
* Foster strong parent‑school partnerships through timely, professional communication and sharing of positive feedback.
* Oversee the management of allocated budgets and resources supporting these initiatives.
* Perform other responsibilities as directed by the Principal.
Selection Criteria
* SC1 – Demonstrated expert knowledge of the relevant curriculum and the 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, and to support teachers to evaluate the impact of learning and teaching programmes 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; and 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 and the 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; to reflect upon their own, others' and whole‑school practice and contribute to the provision of whole‑school professional learning.
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 to developing a workforce that is representative of the community we serve. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply. We provide reasonable adjustments for staff with disability.
Child Safe Standards
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all staff are committed to protecting students from abuse or harm in the school environment, in accordance with child safe standards. The Child Safety Code of Conduct is available at this link.
DE Values
Department employees commit to upholding the Department's values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. Information on the Department values is available at this website .
Other Information
This is a 3‑year tenure position.
Qualification Requirements
* The person must have provisional or full registration approved by the Victorian Institute of Teaching.
* 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 programmes in Australia: Standards and Procedures".
* 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 programme completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Applications close Monday 19 January 2026 at 11.59pm
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