KSC1 - Inclusion and Wellbeing Leadership
Expert knowledge of inclusive education, wellbeing frameworks and the Disability Inclusion model. Demonstrated ability to lead implementation of school priorities across Mental Health in Primary Schools initiative, inclusion and the School Wide Positive Behaviour Framework.
KSC2 - Teaching Practice and Student Outcomes
Demonstrated ability to lead the planning and implementation of high-impact teaching and wellbeing strategies that promote positive relationships, student engagement and inclusive classroom environments. Demonstrated ability to support teachers to evaluate the impact of these initiatives on student learning and behaviour outcomes.
KSC3 - Data, Evidence and Impact
Demonstrated ability to collect, interpret and use wellbeing, engagement and inclusion data to inform school improvement. Demonstrated capacity to lead colleagues in using data to identify student needs, monitor progress and evaluate the impact of interventions for students with disability and additional needs.
KSC4 - Collaboration and Partnership
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.
KSC5 - Professional Practice and Staff Development
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:
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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
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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
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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:
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The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
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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
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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.
Reservoir Primary School (RPS) is located near the central business district of Reservoir. We have a proud tradition of providing education to the Reservoir area, opening the first school in 1924. Over the past 102 years, the school has served a diverse and multiculturally rich community.
The school is built on the land of the Wurundjeri Woi-wurrung people, and we pay our respects to the Kulin Nation for providing us with the land on which we learn and teach.
Reservoir Primary School lives its vision and values to ensure academic, social and emotional development for all.
Our Vision: All students will learn and grow in a safe and caring school community.
Our Values: Integrity, Kindness, Personal Best
INTEGRITY
We are honest, sincere and trustworthy. We choose to do the right thing, even when nobody's looking. We make sure we have a positive impact on others.
KINDNESS
We care for one another, speak and act with consideration, friendliness and respect. We show kindness to ourselves, each other and our environment. We try our best to understand the feelings and experiences of others.
PERSONAL BEST
We persist when things are hard and always give our best effort. We strive to reach our personal goals and are brave when trying new things.
A total of 320 students are enrolled at this school in 2026. 27% have English as an additional language and 3% are Aboriginal and/or Torres Strait Islander. The Student Family Occupation Education (SFOE) index is 0.2404, which places a low proportion of students in the low socio-economic range.
In 2026, the staffing profile consists of one Principal and one Assistant Principal, one Leading Teacher and two Learning Specialists. An additional FTE of 30 staff comprise of teaching staff, educational support aides, literacy intervention and administration staff.
At Reservoir Primary School, our top priority is to cultivate strong foundational literacy and numeracy skills. Primary school is where children develop the essential skills that not only prepare them for life but also open doors to future opportunities and foster the foundation for engaged, compassionate citizenship. We believe that quality education empowers students, supporting their growth and ensuring their health and wellbeing for the future.
To do so, we commit to the science of learning principles through our commitment in implementing the VTLM 2.0. We use the Multi-Tiered Systems of Support (MTSS) framework for learning, wellbeing and behaviour, with Tier 1 programs including Respectful Relationships, SWPBS (our Behaviour Curriculum), Phonics Plus and a carefully sequenced core curriculum. We aim to provide an inclusive environment to ensure all students experience success and feel safe in their learning.
Our School Council and its sub committees represent our strong parent and community culture and the opportunity to partner together to provide the best school for the children of Reservoir. Families also have many opportunities to engage with the school through conferences, community nights, our annual Minifair and excursions.
