Leading Teacher - Disability Inclusion

Location: Melbourne | Southern Metropolitan
Job type: Full time / From 28/01/2025 - 27/01/2030
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1457551
Job posted: 19/12/2024
Closes: 04/01/2025
Classification: Leading Teacher Range 3
Job duration: From 28/01/2025 - 27/01/2030
Contact: Sarah Spence | 03 9570 3525
Location ProfileEast Bentleigh Primary School is in the Southeastern Victoria Region.
The school's staffing profile consists of 25.4 Equivalent Full Time (EFT) staff, two Principal Class, 23.4 teachers and 14.4 Education Support (ES) staff. The school enrollment was 333 students at census day in February 2024. This included 20 students receiving support from the Program for Students with Disabilities and 11 students receiving funding through the Disability and Inclusion Program. The school has a relatively high proportion of students identified through the NCCD.
The 2024 Student Family Occupation Education (SFOE) index was 0.24.
The school's curriculum covers the eight learning areas and capabilities as required in the Victorian Curriculum framework.
Curriculum provision is based on a dual streams organisational arrangement:
A mainstream curriculum stream which is based on multi-age education philosophiesA curriculum stream aligned with an Australian Curriculum, Assessment and Reporting Authority (ACARA) recognised alternative Curriculum Framework, based on the educational philosophies of Rudolf SteinerBoth streams use the Victorian Curriculum content descriptions as a reference point, and are underpinned by the Victorian Curriculum.
Different learning styles are catered for at the school and to meet the individual needs of all students, two different methods of curriculum delivery are offered. The two curriculum streams operate in parallel within the school. Parents can place their child in whichever stream is more appropriate for the individual child.
In keeping with the school motto "Growing Together", all members of the community, children, staff, or parents are supported to feel that they belong. Staff ensure equal educational opportunities for all students in the classroom and during outdoor activities. We cater for a diversity of socio-economic and cultural backgrounds. The dedication and loyalty of both staff and parents are the school's most important asset. The staff includes teachers and specialists in art/craft, physical education, library, dance, LOTE (French), and music. East Bentleigh is well known for the outstanding quality of its arts and environmental programs. A particular delight to children and parents alike, are the many musical and dramatic performances held throughout the year.
East Bentleigh Primary School is a Stephanie Alexander Kitchen Garden Foundation School. This has seen the implementation of a Kitchen Garden Program for children in Years 3 - 6, a wonderfully enriching program which embeds the concept of real-life learning. Due to the hard work of the Garden and Environmental teams, the school has won various awards.
The highly motivated, professional, and caring staff at our school put the needs of our children first, planning and implementing teaching and learning programs which develop inquiry, initiative, cooperation, and independence. Restorative Justice and Positive Education Principles underpin all we do at our inclusive and respectful school. The Respectful Relationships initiative is embedded across the school to promote and model respect and equality to support children in building healthy relationships, resilience, and confidence.
Additionally, staff have been trained in the implementation of the Berry Street Education Model, and its principles are applied across the school. Our school prides itself on catering for students with diverse learning needs with targeted programs developed to support students with identified needs. Our students are served well by a large team of ES staff, with Diversity and Inclusion Leadership.
We promote Aboriginal culture and points of view making our school a culturally safe environment. Our school has a strong commitment to Child Safe practices and policies. East Bentleigh Primary School is on a path of improvement, to ensure that every educational opportunity is offered to individually support each unique student and family to progress and achieve to their very best.
Selection CriteriaSC1: Demonstrated expert knowledge of the relevant curriculum, including both mainstream and Steiner curriculums. Demonstrated ability to lead and manage the implementation of school priorities, including Disability reform, and the teaching of literacy and numeracy skills to students receiving Tier 2 or 3 supports 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, including those students receiving Tier 2 supports.
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 and school 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 ability to lead a team of educational support staff. Demonstrated ability to lead DIP funding applications, and manage SSGs and IEPs to a high level.
RoleLeading 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.
ResponsibilitiesIn 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 prioritiesLeading and managing the implementation of whole-school improvement strategies related to curriculum planning and deliveryLeading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the schoolLeading and managing staff performance and development (review of staff)Leading and managing the development of the school's assessment and reporting policies and practicesLeading and managing the implementation of the school operations and policies related to student welfare and disciplineLeading the development of curriculum in a major learning area and participating in curriculum development in other areasResponsibility for general discipline matters beyond the management of classroom teachersContributing to the overall leadership and management of the schoolContributing to the development of proposals for school council considerationDeveloping and managing the school code of conductWho May ApplyTeachers 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 CommitmentApplicants 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.
Child Safe StandardsVictorian 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:
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.
VIT LANTITETo 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.
To apply for this role, you will be redirected to the Schools (Government) job application system.

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