Leading Teacher - Inclusion at Government schools

Job Description:

Latest job information from Government schools for the position of Leading Teacher - Inclusion. If the Leading Teacher - Inclusion vacancy in Melbourne VIC matches your qualifications, please submit your latest application or CV directly through the updated Jobkos job portal.

Please note that applying for a job may not always be easy, as new candidates must meet certain qualifications and requirements set by the company. We hope the career opportunity at Government schools for the position of Leading Teacher - Inclusion below matches your qualifications.

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 understanding and capacity to lead and manage the implementation of the Disability Inclusion Profile, including the ability to initiate and lead staff to achieve a culture of inclusivity where all students can access curriculum and achieve learning growth.

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.

Key Responsibilities

1. Lead inclusive education initiatives and manage related budgets, programs, and compliance.
2. Identify and support Disability Inclusion (DI) students, coordinating transitions with transition schools and key staff.
3. Oversee DIPS processes, NCCD data collection, and compliance requirements.
4. Manage Inclusion Support Officers, visiting teachers, and Allied Health.
5. Support in advising teachers on classroom implementation of Individual Education Plans (IEPs), including interventions, strategies, and monitoring of student progress.
6. Work with Wellbeing, SSSO, and Sub-School teams to analyse data, identify needs, and prepare and apply for funding through the DIP process.
7. Support Inclusion staff to run Student Support Group (SSG) meetings and develop high-quality IEPs and Adjustment Profiles.
8. Ensure IEPs are updated based on observations and shared with relevant staff and families.
9. Clarify and model effective use of adjustments and modifications in curriculum and assessment.
10. Guide curriculum differentiation and strengthen assessment and reporting practices for students with IEPs including students undertaking the VPC.
11. Deliver professional learning on inclusive teaching and supporting diverse learning needs.
12. Promote social and emotional wellbeing in collaboration with the Wellbeing team.
13. Lead development of Indigenous IEPs consistent with Marrung strategy.
14. Build partnerships with community agencies, education providers, and employers to enhance inclusion.
15. Undertake other duties as directed by the Principal.

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.

The department is committed to diversity and inclusion and developing a workforce that is representative of the community we service. We value diversity and inclusion in all forms - culture, gender, religion, ethnicity, LGBTIQA+, 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 safe, respectful and inclusive workplaces is essential to high performance and promotes flexible work and diversity across all schools and Department workplaces. It is our policy to provide reasonable adjustments for staff with disability (see Workplace adjustment guidelines).

Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islander candidates from the Koorie Outcomes Division (KOD) via *******@education.vic.gov.au

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.

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:

• The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
• if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
• a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.

Brunswick Secondary College is a co-educational Year 7-12 College. While its students are drawn from Brunswick , an overall enrolment of 1050 allows for some enrolment of students from outside this area. Modernisation of school facilities, completed in late 2018, allows for growth in enrolments over the next few years. The College has an International Student Program

The college offers a traditional discipline-based curriculum; complemented by a wide range of specialist subjects and enrichment programs. Its goal is to improve the achievement levels of individual students and specific cohorts through continuing to raise expectations and standards of learning. To ensure that all students have access to the same high standards of teaching, staff develop curriculum and assessment tasks in teams. A wide range of quality professional learning opportunities are offered on site and all teachers are involved in classroom observations connected to Performance Review.

Supporting high academic standards is an emphasis on positive relationships and community. This places a strong value on student feedback to their teachers. There are diverse opportunities for parental involvement, student leadership and a rich array of extracurricular activities. The colleges six values of teamwork, respect, excellence, achievement, persistence and responsibility underlie all relation planning and activities within the college.

The schools priorities are to build excellence in Teaching and Learning and to build a Positive Climate of Learning.

Even though changing demographics have seen a decrease in the number of students from language backgrounds other than English, there are over 50 nationalities represented in the student population. The school's population is a genuine reflection of the diversity within the local community.

Brunswick Secondary College strives continually to improve student engagement and learning. Its goals are to provide a safe, caring and stimulating learning environment regarded by the Brunswick community as an excellent choice for its students.

Engagement and wellbeing structures are designed to support and connect students. A major component in our approach to enhancing student engagement and wellbeing is our work on improving pedagogies, providing an extensive range of co-curricular opportunities and encouraging high levels of student participation and leadership. Student engagement is being further developed by programs including:

• Strong sport, outdoor education, music and performing arts programs
• Student Executive Council
• A whole-school focus on maintaining high and consistent expectations and a focused and accountable learning environment across all year levels

Involvement of students in monitoring and setting goals for improvement based on their work practice scores in all subjects

Job Info:

• Company: Government schools
• Position: Leading Teacher - Inclusion
• Work Location: Melbourne VIC
• Country: AU

How to Submit an Application:

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