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 knowledge of the Science of Learning and evidence-based literacy instruction, including structured literacy and explicit teaching approaches, with the capacity to lead whole-school improvement through coaching, professional learning, curriculum development and the implementation of high-quality Tier 1 Literacy practices that improve student outcomes.
The Leading Teacher ¿ Literacy is responsible for leading excellence in Literacy teaching and learning across the school. This role focuses on improving teacher practice, strengthening curriculum implementation, embedding evidence-based instructional approaches, and using data to improve student outcomes. Working collaboratively with the Leadership Team, the Leading Teacher drives the Literacy priorities outlined in the School Strategic Plan (SSP) and Annual Implementation Plan (AIP), while building staff capability through coaching, professional learning and collaborative inquiry.
The successful applicant for this role will be a classroom teacher and will be provided with a time allowance to fulfil the following duties.
Strategic Leadership
- Work collaboratively with the Leadership Team to align Literacy initiatives with the Annual Implementation Plan (AIP) and School Strategic Plan (SSP).
- Liaise and collaborate with the school's Education Improvement Leader (EIL) to support the implementation of school improvement priorities, strengthen instructional practice, and monitor progress towards the Annual Implementation Plan and School Strategic Plan.
- Lead the implementation and consistent use of the Victorian Teaching and Learning Model 2.0 (VTLM 2.0).
- Lead the implementation of evidence-based approaches aligned with the Science of Learning to improve Literacy outcomes.
- Support the implementation of Department of Education curriculum, assessment and reporting policies.
- Build staff capacity in the implementation of the Victorian Curriculum English 2.0.
- Audit and refine Literacy curriculum documentation to ensure consistency, alignment and full implementation.
- Lead and coordinate the documentation, review and storage of the guaranteed and viable Literacy curriculum.
- Facilitate regular Literacy curriculum discussions and professional learning.
- Promote a culture of collaboration, feedback and continuous improvement.
Professional Learning and Coaching
- Conduct instructional coaching cycles focused on improving classroom practice.
- Provide professional learning aligned to explicit teaching, structured literacy and evidence-based practice.
- Observe classroom practice and provide timely feedback to teachers.
- Organise peer observations and model effective Literacy instruction.
- Build the capacity of teams to improve Tier 1 classroom instruction.
Professional Learning Communities (PLCs)
- Support PLC improvement cycles and collaborative planning processes relating to Literacy.
- Lead and coordinate the School Improvement (Data Leaders) Team, facilitating regular meetings that build leadership capacity, analyse student achievement data, monitor Annual Implementation Plan actions, and drive continuous improvement in teaching and learning across the school.
- Build the capacity of leaders to analyse and respond to student achievement data.
- Support teams to use assessment data to inform planning, differentiation and intervention.
- Collaborate with experts and partner schools to strengthen Literacy practice.
Data-Driven Improvement
- Track Literacy achievement and growth using the school's data tracking systems.
- Analyse whole-school and cohort data to identify trends and inform future actions.
- Support teachers to use formative and summative assessment to guide instruction.
- Capture student and staff voice to evaluate programs and inform continuous improvement.
Supporting Student Growth and Inclusion
- Support teachers to plan differentiated learning experiences based on student data.
- Work collaboratively with the Intervention Team to ensure intervention programs complement Tier 1 classroom instruction.
- Be actively involved in the Disability Inclusion Profile (DIP) process by:
- supporting teachers to develop reasonable adjustments.
- writing specialist overlays for Tier 3 Disability Inclusion applications.
Program and Resource Management
- Oversee the storage and allocation of Literacy resources.
- Purchase resources and services in accordance with the Department of Education policies and procedures.
- Maintain Literacy curriculum resources in an organised and accessible manner.
Leadership Responsibilities
- Be an active member of the KFPS Leadership Team.
- Attend curriculum and intervention meetings as required.
- Support the coordination of literacy events and initiatives across the school.
- Maintain a tidy and organised workspace.
- Undertake any other duties as directed by the Principal.
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
School tours will be held on Tuesday 11th August 2026 @ 4:00pm.
Please address all enquiries to the school email address. [email protected]
For ease of handling by the school, all documents (cover letter, CV and key selection criteria responses) can be saved as one pdf and uploaded to Recruitment on Line. Please also ensure that your name is included in the header of the document.
All applicants should also ensure that their personal profile on Recruitment Online is up to date.
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
- Copy of VIT (Teaching applicants)
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.
Dear Applicant,
This vacancy is for a fixed term tenured position. Applications should address all Key Selection Criteria and include a detailed Curriculum Vitae which outlines personal details, a summary of all relevant experience and qualifications, and the names and contact details (including after hours or mobile) of three referees who can supply information regarding the applicant's ability to meet the key selection criteria.
Applications should be entered on Recruitment Online as 1 document, including Resume and Key Selection Criteria responses.
Kangaroo Flat Primary School Overview
Located at the southern gateway of Bendigo, Kangaroo Flat Primary School serves 300 students and is positioned directly opposite our local community 7-10 Secondary College.
The school is committed to fostering a learning environment where each student is recognised as an individual with unique abilities.
Our mission is to provide tailored educational experiences that support the lifelong learning of all students.
Core Values and Learning Community
Our school is guided by three key values: Teamwork, Responsibility, and Respect with the overarching value of ¿Being Your Best¿.
These values underpin our commitment to building a strong, inclusive learning community. The school is organised into Learning Neighbourhoods, where a collaborative ethos among staff enhances opportunities for all students to thrive.
Teaching and Professional Development
At Kangaroo Flat Primary, we maintain an explicit commitment to whole-school planning, team-based coaching, and peer observation.
Our teaching practices focus on differentiated learning experiences to meet the diverse needs of every student. We prioritise best practices in teaching and learning, and professional development is embedded into our school culture.
Staff members participate in ongoing professional learning, ensuring that their skills and knowledge are continually strengthened to benefit students.
Focus on Literacy and Numeracy
Improving literacy and numeracy outcomes remains a core focus for our school. We track student progress through data, collaborate on weekly planning sessions, and use a PLC improvement model to address challenges in teaching practice.
Strategic professional development supports this effort, driving school-wide improvement and enhancing student achievement.
Engaging Curriculum
Kangaroo Flat Primary offers a comprehensive and engaging curriculum, including Science, Technology, Art, Music and PE. Our goal is to provide students with the skills, knowledge, and critical thinking abilities needed to solve problems, use technology, and engage in creative and critical thinking.
Wellbeing and Support
The wellbeing of our students is a top priority. Our Wellbeing Hub, including a refocus room, fosters a supportive and caring environment where staff, students, and parents work together to help all students achieve their personal best.
A restorative philosophy supports the development of social skills and school harmony, and we use evidence-based frameworks such as SWPBS (School-Wide Positive Behaviour Support) to ensure a safe, inclusive school climate.
Our Wellbeing Team, which includes a Mental Health & Wellbeing Leader and a Chaplain provides both proactive and early intervention support for students and families.
Supporting Mental Health and Development
As a lead school in the Resilience, Rights, Respectful Relationships (RRRR) curriculum, we play a key role in supporting ten partner schools. Additionally, our small group learning program has yielded significant improvements in student outcomes. We also offer a comprehensive speech therapy program, managed by our in-house speech pathologist and supported by allied health professionals, such as Art Therapists and Occupational Therapists.
Diverse School Community and Specialised Facilities
Kangaroo Flat Primary is characterized by a high School Family Occupation Education (SFOE) index, with 8% of students funded under the Disability Inclusion Profile and 15% of families from non-English-speaking backgrounds.
Home-School Partnership
We place great value on our partnership with families and believe in enrolling families, not just students. Open, honest, and respectful communication is essential for fostering a thriving school community. This approach promotes a cooperative spirit and ensures that both home and school work together to support student success.
Pride in Our School
We are incredibly proud of our school and the sense of community that defines us. Together, everyone at Kangaroo Flat Primary School achieves more.
