Leading Teacher Range 3

Reference: 1198700

Location Profile

Sunbury and Macedon Ranges Specialist School is a dual mode Specialist School that provides a quality educational program for students with intellectual disabilities across two campuses. The Primary campus is located in Sunbury and supports students from Prep to Grade 6 and the Secondary campus is located in Bullengarook and supports students from years 7-12. Around 50% of our students have a diagnosis of Autism as well as their intellectual disability.

Student enrolments have increased significantly over the past few years and we have an enrolment of over 260 students.

Students are supported by 38 teaching staff and 50 fulltime EFT of educational support staff.

Our school motto is “to empower our students towards independence through a command of language, mobility and social competency”. This is reflected in the programs that are offered in the school that include Art, Physical Education, Materials Technology, Swimming, Health and Human Relations and Riding for the Disabled. VET Programs that include woodwork, ICT and horticulture in the lower secondary years of school prepare students for the Victorian Certificate of Applied Learning that is offered at Foundation level for students in their final years of schooling.

An allied Health team comprising Physiotherapist, Occupational Therapist, Speech Pathologist and Performing Arts Therapist support students further to achieve goals established in their Individual Education Plans.

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.

SC6 Demonstrated commitment and experience related to teaching in the field of Special Education.


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.

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

The Department values diversity and is committed to workforce diversity and equal opportunity in schools and all education workplaces. 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.

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 http://www.education.vic.gov.au/about/programs/health/protect/Pages/childsafestandards.aspx

DET Values

The Department’s employees commit to upholding DET’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DET’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 DET values is available at http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx

Other Information

Special settings and visiting teachers.

Where the view is formed that a teacher vacancy in a special setting (or a visiting teacher position) which requires an approved special education, may not attract applicants from teachers with that qualification then the following advice may be included in the job opening when the teacher vacancy is created on Recruitment Online:

“Teachers who do not have an approved special education qualification but do have current provisional or full registration from the Victorian Institute of Teaching may apply. Preference will be given to applicants who have an approved special education qualification or a preparedness to undertake it”.

Where the vacancy was advertised as an ongoing position and an external applicant who does not have an approved special education qualification is selected that person can only be offered fixed term employment for a period not exceeding three years.

All staff employed by the Department and schools have a broad range of employment conditions and working arrangements.

Successful applicant may be required to work at either the Sunbury Campus (Primary) or the Bullengarook Campus (Secondary).

Conditions of Employment

  • 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.