SC1 Demonstrated expert knowledge of the Victorian Curriculum 2.0. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated expertise in leading an evidence-informed and targeted system of supports, including the use of data to identify student need, coordinate intervention, monitor impact and build staff capability.
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.
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.
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.
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.
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.
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 [email protected]
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.
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://www2.education.vic.gov.au/pal/child-safe-standards/policy
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://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
- 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://www.education.vic.gov.au/hrweb/Pages/default.aspx
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- 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://www.education.vic.gov.au/hrweb/Pages/default.aspx
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.
Edithvale Primary School, established in 1913, is located 26 kilometres south-east of Melbourne in a unique setting between Port Phillip Bay and the Edithvale Wetlands. The school has a proud history, a strong sense of community and a clear commitment to high-quality teaching, student wellbeing and continuous improvement.
Teaching and learning at Edithvale Primary School is underpinned by the Victorian Teaching and Learning Model 2.0 (VTLM 2.0) and a strong whole-school commitment to evidence-informed practice. Our Explicit Teaching Instructional Model has been embedded across the school for the past five years and provides a consistent approach to classroom instruction from Foundation to Year 6. This work is further supported by the implementation of Proactive Classroom Management Strategies (PCMS), which strengthen classroom routines, engagement, behaviour and the creation of orderly and focused learning environments.
Our staff work collaboratively through Professional Learning Communities to analyse student learning, evaluate the impact of teaching and strengthen collective practice. We place a strong emphasis on building teacher capability, maintaining high expectations and ensuring that curriculum, pedagogy and assessment are responsive to the learning needs of all students.
Student wellbeing is a core priority at Edithvale Primary School. Our whole-school approach incorporates School-Wide Positive Behaviour Support (SWPBS), Respectful Relationships and the Mental Health in Primary Schools initiative. These frameworks support a consistent, preventative and evidence-informed approach to student wellbeing, engagement, behaviour and mental health across the school.
Our core values of Kindness, Respect and Determination underpin the culture of Edithvale Primary School and provide the foundation for positive relationships, high expectations and safe, inclusive and productive learning environments.
We believe that every student can learn and achieve. High expectations are held for all students, with a strong focus on developing confident, curious and capable learners who can think critically, solve problems and take increasing responsibility for their learning. Our educational priority is to provide high-quality, differentiated teaching within safe, stimulating and inclusive learning environments that respond to the diverse needs of our students.
Edithvale Primary School also values student voice, agency and leadership. Students are provided with a wide range of opportunities to develop their interests and capabilities through leadership, sport, the arts, science and technology, environmental initiatives and broader extracurricular experiences.
The school enjoys strong partnerships with parents, carers and the broader community and recognises the important role these partnerships play in supporting student learning, engagement and wellbeing. We maintain well-established connections with local kindergartens, network schools, community organisations and external agencies.
Our staff share a collective commitment to creating inclusive, safe and orderly environments in which students and staff can thrive. Edithvale Primary School has a positive, collaborative and hardworking workforce, comprising three Principal Class employees, approximately 30 teaching staff and eight Education Support staff.
In 2026, the school has an enrolment of approximately 514 students across 23 classes. Students participate in specialist learning each week in Japanese, Visual Arts, Physical Education, Performing Arts and Science.
The school's 2026 Student Family Occupation and Education (SFOE) index is 0.1883.
