Job Details
Job ID: 1480125
Location: Croydon Hills Primary School
Department: Croydon Hills Primary School
Role Type: Leading Teacher
Full/Part Time: Full-Time
Ongoing/Fixed Term: Ongoing
Classification: Leading Teacher Range 3
Apply By: 06/29/2025
Location Profile
Established in 1988, the school is situated in the eastern suburbs of Melbourne.
The school offers a broad curriculum for its 740+ students. Whole-school approaches to health and wellbeing, curriculum development and assessment are embedded across the school. The Victorian Curriculum areas of Science, Humanities, Health, Civics and Citizenship, Design, Creativity and Technology are taught through an integrated Units of Inquiry with a focus on the explicit teaching of Literacy and Numeracy skills and concepts. Social-emotional skills and concepts are developed via Positive Education and Restorative Practices.
The community views education as a shared responsibility. The co-operative partnership between the school and home is a highly valued feature of the school.
Our specialist programs of Physical Education, Visual Arts, Performing Arts, Indonesian, library and Science provide students high-quality programs as well as many enrichment activities.
Our Learning Enhancement team coordinates our literacy support program.
Our Student Wellbeing team supports student well-being and families. They provide individual, small group support as well as support and advice to parents.
The school prioritises the development of a global perspective and intercultural understandings. The school respects our indigenous heritage. School art adorns the school grounds. Typically, these have an indigenous or cultural focus.
Science and digital technology is a feature of the school. The STEAM facility is well resourced with 20+ PC's, laboratory equipment and is home to our lizard, turtle and stick insects. Each classroom equipped with Apple TVs, MacMinis and Chromebooks and iPads.
Both the physical environment and the learning programs are organised to facilitate four collaborative learning communities. In 2025 the school has six Prep classes, ten Junior classes (5 x Year One and 5 x Year Two), eight Middle classes (4 x Year Three and 4 x Four) and eight Senior (4 Year Five and 4 year Six classes). The school is equipped with:
- thirty-two dedicated classrooms
- a visual arts room
- a computer laboratory
- a science laboratory
- a library
- a Performing Arts Centre
- a dedicated language room (Indonesian)
- a dedicated Out of School Hours facility
- two multi-purpose rooms
- a competition size sports stadium
- four outdoor sports courts (two of which are covered in synthetic grass, one of which is covered by a waterproof shade shelter)
- a competition size cricket/football oval
- a junior sized soccer pitch
- two junior sized football ovals
- five playgrounds that are dedicated to the learning levels of the school
- a farm complete with vegetable gardens, chickens and a frog bog
- a Japanese garden.
- four outdoor sports courts (two of which are covered in synthetic grass, one of which is covered by a waterproof shade shelter)
- a competition size cricket/football oval
- a junior sized soccer pitch
- two junior sized football ovals
- five playgrounds that are dedicated to the learning levels of the school
- a farm complete with vegetable gardens, chickens and a frog bog
- a Japanese garden.
Selection Criteria
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.
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
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.
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 Workplace adjustment guidelines).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via marrung@education.vic.gov.au
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:
https://www2.education.vic.gov.au/pal/child-safe-standards/policy
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:
https://www2.education.vic.gov.au/pal/values-department-vps-school-employees/overview
Other Information
- 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
Conditions of Employment
No job description available
Program Benefits
No job description available
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.