Job Description
Location
Shepparton VIC
Benefits
Pulled from the full job description
Relocation assistance
Full job description
Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Greater Shepparton
Reference: 1482865
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 [email protected]
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
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.
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
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
Our way of doing things at GSSC
The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.
Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school¿ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.
Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.
Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.
In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.
This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.
Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.
Find out more about GSSC: https://www.gssc.vic.edu.au/
Follow us on Facebook: https://www.facebook.com/GreaterSheppartonSC
Our facilities
Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.
A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC¿s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.
Our people
They say it takes a village to raise a child and the same goes for our school community ¿ we simply could not do it without our talented, diverse and passionate teaching and education support staff.
Whether it¿s in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.
Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.
Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.
The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.
Find out more about the Academy here: https://www.academy.vic.gov.au/
Hear from our talented teaching staff about why they love teaching in our community:
https://www.youtube.com/watch?v=MvLX0wXi7LA
https://www.youtube.com/watch?v=IDBLqF3dyWs
Our community
GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.
GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.
Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.
The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.
More about our First Nations history and diversity here: Shepparton and Goulburn Valley Destination Rebrand Hero Video - YouTube
More about the Greater Shepparton community here: https://greatershepparton.com.au/region/moving-here
Our history
GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton¿s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.
GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.
Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2026 bringing students from all four campuses onto the one site.
More on Education Plans Victoria here: https://www.vic.gov.au/education-plans
Relocation Assistance
Our Community Connector Program provides a service to support employees contemplating applying or accepting a position with a Greater Shepparton organisation, or those who have already accepted a job and are needing to move to the region to start their role
The program can assist with:
Finding a home
Finding a job for your partner
Determine the right school or childcare
Provide Local intel
Deeply connect you with the community ¿ linking to sporting groups etc
They also have networking opportunities
https://greatthings.com.au/live
Our Community Connector has a passion for regional communities and a drive to see people connected to create a rich and happy life. They are excited about each opportunity and appreciates that we all have a role to play in showcasing the best of Greater Shepparton.
You are welcome to phone 0468XXXXXX for more information.
Applications close Thursday 17 July 2026 at 11.59pm
Posted
4 July 2026
Shepparton VIC
Benefits
Pulled from the full job description
Relocation assistance
Full job description
Overview
Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Greater Shepparton
Reference: 1482865
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 [email protected]
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
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.
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
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
Our way of doing things at GSSC
The saying goes at Greater Shepparton Secondary College (GSSC) that we are Greater Together! That is our families, staff and community all working together to support our young people, and our students leaning on these support networks to achieve their best.
Although we are a big school able to cater for more than 2,200 students, we have been able to retain a `small school¿ atmosphere through our House and Neighbourhood structure. Through this model, our students are able to feel a sense of Greater Belonging by having a house to call home. This provides students an opportunity to build relationships with key neighbourhood staff, as well as with their peers through our Vertical Home Groups.
Building relationships and nurturing a student-centred culture is at the forefront of everything that we do here at GSSC. Our College and House Captains and specialist First Nations, Multicultural, Values, Environmental and Music Student Leaders provide invaluable student voice and input and role model our college values and ethos at various events and activities, both in the school and in the community.
Our award-winning Careers Team provide the supports our students need to set Greater Expectations for themselves and to aspire for excellence. While we ask our students to set high expectations of themselves and each other, we also recognise that achieving your personal best is just that, personal! This is why our careers pathway mentoring and counselling is targeted to each individual student and our curriculum is tailored at each year level.
In addition to this, our Wellbeing Team here at GSSC is focused on providing Greater Care to our students through a range of services and initiatives including our Doctors in School program, paediatric clinic, Program for Students with a Disability, Secondary School Nurses and Mental Health Practitioners. GSSC Wellbeing Officers are also based in each neighbourhood to support students on a day-to-day basis.
This team around the learner is further strengthened by our Ngarri Ngarri team, made by of six staff and a Team Leader who work across neighbourhoods to support First Nations students and their families. Our Multicultural Liaison Officers (MLO) provide this same support for our Culturally and Linguistically Diverse families and speak a range of languages including Arabic, Dari, Persian, Hazaragi, Swahili, Kirundi and Samoan. Both teams work in and outside of the classroom to promote active student participation, positive family engagement, a proactive home/school partnership, culturally safe learning environment and inclusive curriculum and teaching and learning practices.
Our Wellbeing and Inclusion Hub also including a range of external allied health and education agencies working in school to support students.
Find out more about GSSC: https://www.gssc.vic.edu.au/
Follow us on Facebook: https://www.facebook.com/GreaterSheppartonSC
Our facilities
Greater Shepparton Secondary College (GSSC) is among the most contemporary secondary schools in the country, featuring award-winning school design and cutting-edge facilities.
A double gymnasium, theatrette, green room and roof-top gardens are among features found in few secondary schools. GSSC¿s Enterprise and Innovation Centre for the arts, media, science and technology provides students with the subject choice and education pathways only a big school can deliver.
Our people
They say it takes a village to raise a child and the same goes for our school community ¿ we simply could not do it without our talented, diverse and passionate teaching and education support staff.
Whether it¿s in front of the classroom, maintaining our beautiful school grounds and facilities, in a leadership role, administration or providing extra support for our students and families, there are so many ways you can have a positive impact on the lives of young people here at GSSC.
Although we are a relatively new school, our people have built a fantastic workplace culture here at the college, through a induction and mentorship program supporting new staff. Our staff are also the driving force behind an active calendar of social events and opportunities to get to know one an other in a different way. Not only that but we have the benefit of living in a vibrant regional area that strives to foster a sense of community and offers a wide range of sport and recreation choice and caters to a growing food and wine culture.
Teaching in Greater Shepparton also means having the very best in professional learning and inspiration on your doorstep, with the city being home to one of the few regional centres of the Victorian Academy of Teaching and Leadership, building on the Bastow Institute of Educational Leadership based in Melbourne.
The Academy provides an unprecedented opportunity for our best teachers to develop their skills and become recognised as state-wide leaders in teaching excellence, while still teaching in their Shepparton classroom.
Find out more about the Academy here: https://www.academy.vic.gov.au/
Hear from our talented teaching staff about why they love teaching in our community:
https://www.youtube.com/watch?v=MvLX0wXi7LA
https://www.youtube.com/watch?v=IDBLqF3dyWs
Our community
GSSC is a reflection of its community in that it is a highly multicultural school and welcomes students from all ethnic and cultural backgrounds. We are committed to creating a school community where all members of our school community are welcomed, accepted and treated equitably and with respect.
GSSC stands on the Country of the Yorta Yorta and Bangerang peoples, nations, tribes and clans and the Greater Shepparton area is home to the largest population of Aboriginal and Torres Strait Island people outside of Melbourne.
Greater Shepparton is located 180 kilometres north of Melbourne, with a population of 66,000. It is the fifth-largest city in regional Victoria and consists of Shepparton city, Mooroopna and Tatura.
The area is a culturally and linguistically diverse community with almost one quarter of the population born overseas in more than 50 different countries. Migrant communities are predominately from Italy and Albania and settled in the region after World War II. In the following years, refugees have come from Iraq, Kuwait, and the Democratic Republic of Congo. The most recent arrivals have come from Afghanistan, Iran, Sudan and other parts of Africa.
More about our First Nations history and diversity here: Shepparton and Goulburn Valley Destination Rebrand Hero Video - YouTube
More about the Greater Shepparton community here: https://greatershepparton.com.au/region/moving-here
Our history
GSSC was formed by the merge of four secondary colleges in Shepparton and Mooroopna, as part of the Shepparton Education Plan - a 10-year Victorian Government strategy to transform Shepparton¿s education system for young people from early learning, through to primary and secondary school, and beyond to higher skills and further education.
GSSC commenced in 2020 across the four campuses: Shepparton High School, McGuire College, Wanganui Park Secondary College and Mooroopna Secondary College.
Our combined campus, built on the former Shepparton High School site on Hawdon Street, opened in 2026 bringing students from all four campuses onto the one site.
More on Education Plans Victoria here: https://www.vic.gov.au/education-plans
Relocation Assistance
Our Community Connector Program provides a service to support employees contemplating applying or accepting a position with a Greater Shepparton organisation, or those who have already accepted a job and are needing to move to the region to start their role
The program can assist with:
Finding a home
Finding a job for your partner
Determine the right school or childcare
Provide Local intel
Deeply connect you with the community ¿ linking to sporting groups etc
They also have networking opportunities
https://greatthings.com.au/live
Our Community Connector has a passion for regional communities and a drive to see people connected to create a rich and happy life. They are excited about each opportunity and appreciates that we all have a role to play in showcasing the best of Greater Shepparton.
You are welcome to phone 0468XXXXXX for more information.
Applications close Thursday 17 July 2026 at 11.59pm
Posted
4 July 2026
💡 Quick Summary
Seeking a career-building opportunity? The Disability Inclusion - Leading Teacher Range 3 position is now open for candidates interested in the Teacher Jobs sector. This role in Shepparton offers a professional environment and growth potential.
Requirement Snapshot: Candidates should possess basic communication skills, a proactive attitude, and the ability to work in a team. Experience in Teacher Jobs is a plus.
