Leading Teacher - Wellbeing And Disability Inclusion Leader

Leading Teacher - Wellbeing and Disability Inclusion LeaderJob posted: 14/11/2024
Job type: Full time / From 28/01/2025 - 25/01/2028
Organisation: Schools (Government)
Salary: Salary not specified
Occupation: Education and Training
Reference: 1451932
Selection CriteriaPlease consider the nature of our educational setting when responding to these criteria, namely, our philosophy of practice, emphasis on Professional Learning Teams and our focus on data for excellence in student outcomes.
Each applicant must address the below selection criteria:
SC1 Demonstrated expert knowledge of the relevant curriculum. Demonstrated ability to lead and manage the implementation of school priorities (wellbeing), including the Disability and Inclusion Profiles and the teaching of School Wide Positive Behaviour Framework and strategies throughout the school.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that promote positive relationships between students and staff and respond to student learning/wellbeing needs. Demonstrated ability to support teachers to evaluate the impact of social and emotional teaching programs on student wellbeing and engagement.
SC3 Demonstrated exemplary ability to monitor and assess wellbeing at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using wellbeing 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, paraprofessionals and the broader school community, particularly when focused on the Disability and Inclusion program, 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.
Additional Notes: Please provide (a) Cover Letter, (b) CV and (c) KSC in a single PDF Document.Process may involve (a) teaching demonstration in front of actual class, (b) team group exercise and (c) individual interview.Any Visa conditions must be declared in the original written application.Both LANTITE and VIT status may be requested prior to interview.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.
ResponsibilitiesGENERAL RESPONSIBILITIES The core role of the leading teacher may include but is not limited to:
Monitoring, evaluating and reporting student progress in key learning areasSchool Wide Positive Support framework implementation and trackingDisability and Inclusion Profiles and case managementRespond to immediate Wellbeing needs of students and familiesEffectively case manage students and familiesDirect manager of Education Support - Learning Support OfficersDevelop relationships and partnerships with relevant community organisationsOverseeing implementation of professional support services (e.g. therapists, psychologists and counselling)Wellbeing data tracking and interventionsProvide Professional Development to staff regarding wellbeing issues within the schoolCoaching staff on wellbeing and behaviour management strategies and pedagogyDevelop Educational Support timetables and manage overall logistics to ensure the smooth organisational running of the programSupport School Leaders and Administration to implement initiatives to improve student attendanceOther responsibilities at the discretion of the Principal as per evolving needs of the school.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. It is our policy to provide reasonable adjustments for persons with a disability.
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. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
Location ProfileSouth Melbourne South Melbourne Primary School acknowledges the traditional owners of the land on which we are located; the Wurundjeri peoples of the Kulin Nation.
At South Melbourne Primary School, we aim to be an outlier in excellence for the benefit of our students, their families and ourselves. 2025 will be South Melbourne Primary School's 8th year of operation. Setting up a new school has allowed us to select staff who are determined to implement effective, evidence-based approaches and processes. Our values of Character, Community and Learning form the basis of everything we do.
Purpose: We care for and educate children so that they are safe, happy, connected and achieving.
Vision: Inspiring hearts and minds to thrive
Values: Character, Community and Learning
Character: Our People. Strong Together Creating a warm, inclusive culture is important to us. Equally, there is a high sense of expectation running parallel to our work. Our staff are united in aspirations for academic and behavioural excellence. Our staff plan and collaborate in Professional Learning Teams, building each other's knowledge. Our staff practice GEMS (Gratitude, Empathy, Mindfulness and Show More Love) in Staff Huddles, meetings and daily interactions.
We mindfully build strong character in our students. We refer to our Big 10 Essential Habits regularly. These are based on core traits that we want to embed in the behaviour, work habits, social skills and effort of our students. We hold blitzes on key areas of character, such as manners, to ensure our standards never slip. Emotional intelligence and self-regulation are actively taught to students through weekly lessons focussed on social and emotional learning.
Learning: Our Program. Be your best in your practice Literacy and Numeracy are our lead academic ideals. All staff are trained and supported to understand the purpose and effective implementation of these subjects at our school. We base our work in recognised theories of cognitive science and Explicit Direct Instruction. We use defined approaches and programs to turn these theories into practice with exacting standards. We measure our progress in all of these aspects through rigorous data collection and analysis for staff, students and families. We strive for program consistency to achieve a low variance, high fidelity curriculum so that every child has the best opportunity to succeed.
Coaching, observation and feedback occurs in Professional Learning Teams and across our staff to support our pursuit of practice improvement.
Our Specialist Programs provide outstanding opportunities for students to find and hone talents in the areas of Music and Performing Arts, Visual Art, Mandarin and Physical Education.
Community: Our Place Our students come from every corner of the world. Each one adds to our school and we consider it a privilege to be able to educate them. We are proud to be a place where our community's multicultural backgrounds come together.
We approach learning as a partnership with the families of our students. We seek to engage our students' families through a range of in person and digital means. These include Celebration of Learning Days, assemblies, Seesaw and Compass. We report student progress, both social emotional and academic, to families transparently on a termly basis as we strongly believe that parents have the right to know how their child is progressing.
We often visit areas in the community or have visitors come to present to our students. We consider this part of a rich curriculum that inspires hearts and minds to thrive.
We form a strong partnership with the City of Port Phillip to provide wrap-around services including a Kindergarten, Out of Hours School Care, Sports and Recreation and Health Services.
Please be aware that there is no on-site staff car parking at South Melbourne Primary School. Staff can commute via public transport (a 96 tram stop is at our door), walk, ride or pay for parking on the surrounding streets if spots are available.
Job type:Full time / From 28/01/2025 - 25/01/2028

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