Leading Teacher - Inclusion & Wellbeing

Job type: Full time / From 28/01/2025 - 31/12/2027
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1451807
Job Description
Location: Western Region | Ballarat
Selection Criteria
Applicants are requested to present a written response to the key selection criteria below:

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.
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.
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.
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.
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.
Leading Teachers receive a time allowance. If required by the Principal to attend a school activity that results in the Leading Teacher's attendance in that week exceeding 38 hours any time in lieu granted will be acquitted against the allocated time allowance.
Responsibilities
Responsibilities of all Leading Teachers

Live the vision, values, and direction of the school with high expectations and 'Duty Always' to inspire students and staff by always demonstrating a passion for learning, wellbeing, and a growth mindset.
Model exemplary ethical behaviour and exercise informed judgements in all professional dealings with students, colleagues, and the community.
Lead and model the implementation of whole-school improvement, including the use of the BHS Instructional Model and the DE High Impact Teaching Strategies.
Work with the school Professional Learning Communities (PLC) team to collaboratively facilitate team-based professional learning that involves engaging with research, evidence and data, intentionally practising strategies in classrooms and reflecting on impact.
Model exemplary classroom practices, mentoring and/or coaching teachers, and providing focused feedback to teachers through the PDP processes.

Responsibilities specific to this role:

Develop the culture of inclusion and aspirational outcomes for learners with disability or learning needs at Ballarat High School.
Utilise appropriate data to identify 'tier 2' students and whole school learning trends.
Liaise with students and families along with appropriate BHS, SSS and DET Disability Inclusion staff to run inclusion profile meetings for tier 2 students and tier 3 students.
Facilitate development of IEPs for students identified as being 'tier 2' including appropriate classroom-based practices as well as intervention programs to support them.
Build staff understanding and implementation of inclusive practices (including development and use of IEPs) at a school wide level through appropriate Professional Development and Coaching.
Utilise expertise of appropriate Allied Health professionals to provide assessment and advice as appropriate.
Act as a source of advice for staff about differentiated teaching strategies, adjustments and modifications appropriate for tier 2 students.
Stay informed of current evidence based inclusive practices and ensure it is embedded in school policy and processes.
Support the preparation and management of the associated programs, resources and budget of the Disability Inclusion program.
Provide Leadership to Ballarat High School Student Wellbeing team.
Initiate, plan and Implement programs and resourcing that promote student wellbeing.
Establish working practices and protocols that will provide integrated services delivery to students and their families, including internal and external referral structures.
Provide leadership in the conduct of SSG's, student/family interviews etc.
Liaise with regional student services and external agencies and integrate their services with those established at Ballarat High School.
Contributing to the overall leadership, management and wider school programs of the school.

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).
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
Other Information
APPLICATIONS
Enquiries regarding the position can be directed to Mr Stephan Fields on 03 5338 9***.
Applications should be submitted via Recruitment Online
https://www.education.vic.gov.au/hrweb/careers/Pages/advacsSch.aspx or a copy of your application can be emailed to Mrs. Tracey Ginn, Personnel Manager, ****** marked Confidential – Leading Teacher – Inclusion & Wellbeing, by 4.00pm on the closing date.
Responses to the Key Selection Criteria and a Resume including the names of three referees, their contact numbers and email addresses must be included in the application.
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 https://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
Ballarat High School is a learning community where every person is valued, respected, and challenged as a learner. We are entering into the next exciting phase of our journey as a school, and we aim to be leaders in education in order to secure the best possible outcomes for all of our students.
Ballarat High School commenced in 1907 as Agricultural High School and today has a student population of 1500 students. Ballarat High School has a long history and tradition of providing a quality education to the youth of Ballarat. While the school has changed physically over its hundred-year history, what has not changed is the significant contribution it makes to many young lives.
We endeavour to provide an inclusive, positive, respectful learning environment for all students. We believe in educating the whole person and acknowledge the correlation between student wellbeing, connectedness, and academic achievement. Our mission is to provide the right supports to the right students at the right time.
Our values of Pride, Respect and Responsibility under the motto of Duty Always ensure we build and maintain strong and positive relationships. We focus on teaching and learning improvement strategies that will raise standards and outcomes for all individuals in a culture of high expectations, collaboration, shared values and trust.
Ballarat High School is incredibly fortunate to have high quality facilities for all faculty areas and we fully utilise these spaces to ensure that all students find their passion and their time with us is enriched with excellent learning opportunities both within and beyond the classroom.
Please visit www.ballaraths.vic.edu.au for additional information, including the following key documents:

BHS Strategic Plan
BHS Annual Implementation Plan
Annual Report to the School Community
Vision for School Improvement
Policies and other resources

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