AddressThe Department uses a regional model to deliver education across the state. Under this model, the state is divided into four regions: North Eastern Victorian Region (NEVR), North Western Victorian Region (NWVR), South Eastern Victorian Region (SEVR) and South Western Victorian Region (SWVR).
Each Victorian Region works with schools, communities and other organisations to ensure learners have the best possible education outcomes.
All Victorian Regions encompass a Student Wellbeing and Engagement Division, a School Performance Division and four or five Areas aligned to the current local government areas and Department of Health regional and area structure. Areas for each region are listed at this link: Regional model: Regional model: Department of Education | vic.gov.au (www.vic.gov.au).
Victorian regional offices are based around the state at various metro and regional locations. A list of all Department offices can be found at this link: Office locations: Department of Education | vic.gov.au (www.vic.gov.au).
Applying for the position
Applications should address the selection criteria provided above and include a curriculum vitae, providing the names and contact details of three confidential referees.
Applications are to be submitted via Recruitment Online: Careers (eduweb.vic.gov.au).
Further Information
Prospective applicants may contact the relevant Executive Director, School Performance for the region/s they are interested in for further information about the role:
SWVR: Alex Artavilla, Ph: +61 3 4245 9110 or 0407 834 ***
Please note there are multiple roles available across the department's 4 regional offices and applicants will need to submit separate applications if they wish to be considered for roles in more than one region. If you are interested in applying for more than one region, please refer to job numbers:
1421523 (North Eastern Victoria Region)
1421544 (North Western Victoria Region)
1421546 (South Eastern Victoria Region)
SC1: Leadership
Demonstrated capacity to work as part of a highly performing team that provides leadership, contributes to a shared vision, gains acceptance of goals and sets and communicate expectations for effective performance.
SC2: Primary or Secondary School Expertise
Demonstrated experience working as a middle leader within a primary or secondary school setting, as well as detailed knowledge of school structures, enablers and barriers associated with the setting.
SC3: Teaching, Learning and Wellbeing
Demonstrated outstanding classroom teaching skills and the capacity to support colleagues to continually improve teaching and learning to lift performance and achievement levels. Strong understanding of department initiatives, for example the Victorian Teaching and Learning Model (VTLM), Framework for Improving Student Outcomes (FISO 2.0) and Assessment and Reporting Advice.
SC4: Improvement and Innovation
Demonstrated experience leading whole school improvement initiatives, through implementation of evidence-based improvement plans and policies, creating a positive culture of challenge, support and collaboration. Demonstrated expertise using data at the individual, cohort, and whole school level to monitor and inform school improvement.
SC5: Written and Verbal Communication Skills
Demonstrated high level written and verbal communication skills. Exceptional interpersonal skills, including capacity to develop constructive relationships with area and regional staff, principal networks, school staff and leadership, and provide responsive and expert support and advice.
SC6: Coaching and Mentoring
Demonstrated capacity to coach and mentor staff with a focus on continuous improvement. Commitment to ongoing professional learning for self and others to enable further development of skills, expertise and teaching capacity.
Experienced teachers are invited to apply to join the new $33 million Intensive School Support (ISS) initiative as ISS Leading Teachers.
The ISS initiative will provide customised and direct intervention to support schools facing complex circumstances or requiring surge capacity due to natural disaster or other crises.
The ISS initiative builds upon and refines the most effective components of the Turnaround Teams (Leadership Partners) initiative, introduced in 2018 as part of the Differentiated Support for School Improvement (DSSI) program.
Working as part of a team in close collaboration with the Senior Education Improvement Leaders (SEILs) and other regional staff, the ISS Leading Teachers will work with prioritised schools across the region in an intensive, time limited approach to provide support for school improvement.
ISS Leading Teachers will work with teacher teams to plan for and implement evidence-based teaching practice, and will provide coaching, observation, and peer-to-peer mentoring.
ISS Leading Teachers will report to the regional Executive Director, School Performance, with multiple roles available in each region.
ISS Leading Teachers will be part of a collaborative community and will be supported by a centrally-based ISS Team Leader.
Travel is an essential part of the role.
Roles are available at a full-time, or part-time basis.
The ISS Leading Teachers responsibilities include (but are not limited to):
- supporting the development of detailed school improvement plans to strengthen student outcomes;
- implementing required interventions by engaging with teaching teams and leadership at allocated schools to provide targeted and needs-based support consistent with the Framework for
- Improving Student Outcomes 2.0 core elements of Teaching and Learning and Assessment;
- collaborating with respective regional staff about broader supports in place for prioritised schools;
- reporting regularly on progress, including highlighting any emerging risks;
- liaising with the central ISS Team Leader including attending Communities of Practice, briefings and professional learning as required.
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.
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 *******@education.vic.gov.au
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
- 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 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.
