Role
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.
Responsibilities
KEY DUTIES
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:
1)leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and Government priorities
2)leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery
3)leading and supporting professional learning activities
4)leading and managing the Performance and Development Plans of a group of teachers within Professional Learning Teams
5)teaching demonstration lessons
6)leading and managing the development of the school¿s assessment and reporting policies and practices
7)leading and managing the implementation of the school operations and policies related to student wellbeing and discipline
8)leading the development of curriculum in a major learning area and participating in curriculum development in other areas
9)responsibility for general discipline matters beyond the management of classroom teachers
10)contributing to the overall leadership and management of the school
11)contributing to the development of proposals for school council consideration
12)ongoing development and implementation of the school code of conduct.
SPECIFIC ROLE ACCOUNTABILITIES:
1.Establish a safe and orderly learning and teaching environment
1. Provide proactive leadership to establish and maintain a safe, orderly learning environment that supports effective teaching and learning
2. Responsible for managing Tier 2 behaviour & student wellbeing
3. Support teachers to manage matters related to student discipline and engagement including appropriate intervention action and provision of support strategies (Trello support, class changes relating to student management if required)
4. As part of the School Wide Positive Behaviours System (SWPBS) team, support the implementation and review of the (SWPBS) including the explicit teaching and modelling of the school¿s values of Quality, Responsibility and Respect across a range of school contexts
5. Support the implementation of the school & Department of Education Student Wellbeing and Engagement policy guidelines.
2.Provision of Student Wellbeing support and intervention
6. Liaise with key staff to ensure that students requiring support and intervention are provided with appropriate programs and resources to improve student engagement and wellbeing linked to classroom programs and promote social inclusion
7. Responsibility for Year 6/7 transition. Liaise with key staff and feeder schools and to ensure that student learning, attendance, transitions, safety, engagement and cultural needs are met so they can successfully participate in the full life of the school
8. Work proactively with parents and members of the wider school community to encourage student engagement and to positively promote the College¿s educational achievements
9. Responsibility for attendance monitoring (Tier 2)
10. To be aware of and promote D of E policies regarding attendance, mandatory reporting, OHS, drug education, equal opportunity, and acceptable use of the internet.
11. Submit wellbeing referrals for identified students to Wellbeing Team
3.Develop an accountable team culture that focuses on improved student learning outcomes
12. Provide mentoring and coaching to staff where required
13. Assist members of teams to meet their performance review and accountability requirements
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.
EEO AND OHS Commitment
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.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms - gender, religion, ethnicity, LGBTIQ+, 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 family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see ).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via
Child Safe Standards
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:
DE Values
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:
Other Information
14. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
15. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
16. A probationary period may apply during the first year of employment and induction and support programs provided.
17. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
Conditions of Employment
18. All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
19. Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
20. A probationary period may apply during the first year of employment and induction and support programs provided.
21. Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at
VIT LANTITE
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must 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 Initial Teacher Education program completed by the person.
Location Profile
Merbein P-10 College is located in north-west Victoria 550 kilometers from the Melbourne Central Business District and approximately 11 kilometers from the regional city of Mildura. The college provides both primary and secondary education for students residing in Merbein and the west side of Mildura. The college commenced as a P-10 college in 2010 following the merger of three primary schools, Merbein Primary School, Merbein South Primary School and Merbein West Primary School with Merbein Secondary College. The college commenced at its present site in January 2011 and moved into new buildings in November 2012.
The college grounds include grassed and hard surface play areas. There is a large shade structure over netball and basketball courts and shaded adventure playgrounds. The primary blocks enable flexible open learning spaces. Secondary classes are housed in new facilities and within the former secondary college building. There is a library, gymnasium, two art rooms, a music room, science centre, specialist facilities for classes in food, metal, wood, textiles, STEM (Science, Technology, Engineering and Mathematics) and an Arts and Technology Centre. The college has a flexible learning options (FLO) program housed in renovated flexible classroom spaces. Our current $ million building project sees a new Science, Administration, Cafeteria, Art, FLO and staff planning spaces created where the original secondary college building was previously situated.
2024 enrolments as of census day were 649 students comprising 251 primary students and 398 secondary students.
The Student Family Occupation (SFO) index is and the Student Family Occupation Education (SFOE) index is in 2024.
The staffing profile of Merbein P-10 College includes a Principal, three Assistant Principals and full time equivalent (FTE) teachers including five leading teachers. There are FTE Education Support (ES) staff and office administration staff.
The college provides an approved curriculum framework aligned to the Victorian Curriculum for Foundation to Year 10. Secondary students study core and elective subjects. Vocational Education and Training in Schools (VETiS) programs and workplace learning opportunities may be taken by Year 10 students. There is a flexible learning options (FLO) program that provides a personalised curriculum that enables students to learn in small groups with an aim to engage students in their learning and provide additional support.
The college has a wellbeing team that includes a Primary Mental Health & Wellbeing Coordinator, a Disability Inclusion & Wellbeing Coordinator, two social workers, a mental health practitioner and a school nurse. The team supports students and families through early intervention and case management. There is also a Doctor in Schools program, a breakfast club operates daily and an Out of School Hours Care program, run by qualified staff, is available after school. The college provides a range of extra-curricular activities including sport, camps, performances, elective subjects and music.