Leading Teacher Range 3 - Inclusion

Job type: Full time / From 28/01/2025 - 28/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1436445
Job posted: 13/09/2024
Closes: 26/09/2024
Classification: Leading Teacher Range 3
Job duration: From 28/01/2025 - 28/01/2028
Contact: Jim Hill |
Selection CriteriaSC1 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.
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.
ResponsibilitiesDoncaster Primary School is seeking to employ an Inclusion Leader (Leading Teacher). The Inclusion Leader's key role is to ensure students with disability and additional needs are engaged in education and meeting their learning goals. To do this they work collaboratively with the school's leadership, wellbeing staff and allied health team. They also work collaboratively with services/teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists. The Disability Inclusion Leader plays a key role in coordinating the team around the learner.
The Inclusion Leader also plays a key role in the schools transition to Disability Inclusion, which will include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and supporting school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments for individual students and cohorts of students.
Disability Inclusion key responsibilities Be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students.Play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and school.Prioritise resources and time to identify and consider the needs of students with disability and additional needs.Have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP.Ensure each student with disability and additional needs has a quality IEP, that meets at least level 2 of the IEP quality checklist rubric, through supporting/building capacity of teachers to develop quality IEPs.Ensure the student has a voice in setting learning targets during the IEP process.Determine whether other students with disability and additional needs could benefit from an IEP.Review school processes for student support groups, personalised goal setting and IEPs.Build staff capacity to understand, develop and implement IEPs.Collaborate with services working in the school to deliver adjustments to students.Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.Embed inclusion and disability expertise in strategic planning and recruitment practices of the school.Embed evidence-based inclusive education and human rights obligations into school policies and plans.Act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs.Ensure full use of assessment for learning.Ensure parent(s)/carer(s) understand the importance of supporting learning at home.Disability Inclusion specific process responsibilities Lead contact for Disability Inclusion within the school, for example for the Disability Inclusion Regional Implementation Team.Manage the daily work of integration aides that work in classrooms supporting students.Promote the implementation of all elements of Disability Inclusion at the school.Register students who require a profile meeting.Respond to any requests from facilitators for additional information.Ensure Disability Inclusion profile meetings are booked for all students who require profile meetings.Support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings.Liaise with the schools Student Support Services key contact as required.Where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings.Ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting.Who 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. 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.
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.
Location ProfileDoncaster Primary School has a long and rich history, dating back to 1863. Located in the City of Manningham, it occupies the same 2.63 hectare site, but now with state-of-the-art facilities.
The school aims to achieve high levels of individual growth while utilising student data to inform teaching and learning. We enjoy supportive partnerships within DPS and beyond to enhance a strong culture of engagement and wellbeing to the benefit of student learning.
If you possess the knowledge, skills and genuine commitment we are searching for, and you can enhance teaching and learning at DPS, we would like you to join our community.
To apply for this role, you will be redirected to the Schools (Government) job application system.
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