Key Selection Criteria
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 in the area of student engagement and wellbeing.
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:
- 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
Information Specific to the role include at Wodonga Primary School include: Respect. Safe. Engage Leader ¿Promoting a positive climate for learning culture within our school¿
The role of the R.S.E Leading Teacher is to improve the capacity of all school staff in the area of Positive Classroom Management Strategies, and our school behavioural expectations of Safe, Respect, Engaged.
The successful applicant will be responsible for coordinating whole school and individual initiatives to achieve improvements in staff¿s capacity to provide high quality teaching and learning through modelling, collaborating and coaching. The R.S.E Leading Teacher is expected to lead and manage the R.S.E framework within the school with a high degree of independence to ensure the effective development, implementation and evaluation of the school's strategic plan.
The successful applicant will work as a part of broader teams, including:
School Improvement Team comprised of: Principal, 3 Assistant Principals, 2 Literacy Leading Teachers, 2 Maths Leading Teachers, 3 Wellbeing & Inclusion Leading Teachers
Wellbeing & Inclusion Team comprised of: 3 Leading Teachers, Engagement Officer, Wellbeing Assistant Principal, & Allied Health (Psychologist, Occupational Therapist, Speech Pathologist)
Key Responsibilities
The key roles of the leading teacher may include but are not limited to:
- Lead the implementation of the school's behaviour expectations and positive behaviour framework (R.S.E)
- Build capacity of classroom teachers in their implementation and consistent use of the Positive Classroom Management Strategies
- Develop, implement and monitor processes for support in the yard
- Develop, implement and evaluate whole-school Start Right Unit
- Leading student leadership opportunities and initiatives
- Leading and managing the implementation of the school operations and policies related to student discipline and code of conduct
- Leading and managing staff performance and development within the PCMS and R.S.E frameworks
- Leading and managing the provision of professional development and developing individual and team development plans for staff within the priorities of the school;
Shared Responsibilities
The shared roles of the leading teacher 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 assessment and interventions relating to student Wellbeing and Inclusion
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the development of proposals for school council consideration;
- Collaborating with the Wellbeing & Inclusion Lead Teachers to ensure priority work alignment.
- Respond to complex student wellbeing and behavioural matters while ensuring consistency with school policies and Department guidelines.
- Support Tier 1, Tier 2 and Tier 3 wellbeing supports within the school's Multi-Tiered System of Supports (MTSS).
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.
Wodonga Primary School recorded an enrolment of 840 students on the February 2026 census day. In response to ongoing community enrolment pressures, the school continues to actively implement its Enrolment Management Plan. The Department of Education and Training (DET) has identified the school as operating above the 85 per cent enrolment pressure threshold. The school¿s demographic profile places it within the medium Student Family Occupation and Education (SFOE) index. The student population comprised 446 female and 423 male students, with 7 per cent identifying as coming from non-English speaking backgrounds and 10 per cent identifying as Aboriginal and/or Torres Strait Islander. The school¿s equity funded students maintained a steady rate of 29%.
In 2026, the school operated 37 generalist classrooms supported by seven specialist learning areas: Art, Physical Education, Music, STEM, TEAMs (formerly Japanese), Computer Studies, and Respectful Relationships. Following the commencement of family leave by the Japanese language teacher in Term 2 and multiple unsuccessful recruitment campaigns, the school introduced TEAMs. This program integrates the principles of The Resilience Project with the school¿s School-Wide Positive Behaviour Support (SWPBS) framework, strengthening student wellbeing, engagement, and social capability.
The school¿s classroom support structures are deliberately designed to promote calm, purposeful learning environments that enable students to actively engage in high-quality learning. Wodonga Primary School is supported by a strong leadership structure comprising four Principal Class officers: one Principal and three Assistant Principals. Each member of the Principal team is aligned to specific year levels and designated FISO 2.0 priority areas, ensuring strategic leadership is focused, transparent, and responsive. Six Leading Teachers further support student wellbeing, engagement, and learning outcomes. Two Wellbeing and Engagement Leaders drive the school¿s tiered approach to student engagement and lead innovative initiatives targeting attendance and student connectedness, reflecting the school¿s strong commitment to inclusion and support for all learners. Additionally, two Literacy Leaders and two Mathematics Leaders work to build teacher capacity and ensure equitable student progress through high-quality instructional practice. This leadership structure is further strengthened by the inclusion of a Mental Health in Primary Schools (MHIPS) Leader, a Guidance Counsellor, and a Child Psychologist.
The school actively engages with regional and DET support services to ensure inclusive education for all students, regardless of background, disability, ethnicity, or sexuality. Targeted supports include an English as an Additional Language (EAL) teacher for culturally and linguistically diverse learners, a Koorie Engagement Support Officer (KESO) working weekly with Aboriginal and Torres Strait Islander students, a Defence School Mentor (DSM) supporting transitioning Defence families, and additional support accessed through the Visiting Teacher Program. Additionally, the school ran a comprehensive TLI (Tutor Learning Initiative) program across the school. The TLI was targeting students who required additional targeted learning support in the areas of Literacy and Numeracy.
Wodonga Primary School is guided by its motto, Engage Learning - Expand Minds. All executive decision-making and strategic planning are anchored in these principles, with a clear focus on ensuring learning programs, experiences, and opportunities meaningfully engage students and broaden their thinking. The school¿s vision is underpinned by five guiding principles - Curiosity, Culture, Community, Collaboration, and Challenge - which collectively shape the development of independent, lifelong learners.
