Work Type: Fixed-term - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - CBD and Inner Metro suburbs
Reference: 1504210
Please 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 inclusive education, wellbeing frameworks, and the Disability Inclusion model. Demonstrated ability to lead and manage the implementation of school priorities related to Disability Inclusion, wellbeing systems, and the School Wide Positive Behaviour Framework (SWPBF), including coaching and mentoring staff in evidence-based practice.
SC2 Demonstrated ability to lead the planning and implementation of high-impact teaching and wellbeing strategies that promote positive relationships, student engagement and inclusive classroom environments. Demonstrated ability to support teachers to evaluate the impact of wellbeing and inclusion initiatives on student learning and behaviour outcomes.
SC3 Demonstrated exemplary ability to collect, interpret and use wellbeing, engagement and inclusion data to inform school improvement. Demonstrated capacity to lead colleagues in using data to identify student needs, monitor progress and evaluate the impact of interventions, including for students with disability and additional needs.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with teachers, Learning Support Officers, allied health professionals, parents and external agencies to improve outcomes for all students, particularly those supported through the Disability Inclusion framework.
SC5 Demonstrated ability to model professional behaviours and attitudes consistent with Department values and the school's wellbeing culture. Demonstrated capacity to reflect upon personal and collective practice and to contribute to the design and delivery of professional learning that builds staff capability in inclusion and wellbeing.
Additional Notes:
POSITION OVERVIEW
The Leading Teacher for Disability, Inclusion and Wellbeing plays a key role in strengthening student engagement, inclusion and wellbeing across South Melbourne Primary School. The position ensures that the systems, programs and practices supporting students with disabilities and additional needs are effective, coordinated and aligned with departmental policy and the school's strategic priorities.
Working as a member of the schools leadership team, this role oversees Disability Inclusion implementation, wellbeing and allied health coordination, case management, and the use of data to drive improvement. The position builds teacher and Learning Support Officer capability through coaching, modelling and professional learning to ensure inclusive practices are reflected in every classroom.
GENERAL RESPONSIBILITIES
The core role of the Leading Teacher (Disability, Inclusion and Wellbeing) may include but is not limited to:
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 [email protected]
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
To be eligible for employment, transfer or promotion in the principal or teacher class:
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
South 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. 2026 will be South Melbourne Primary School's 9th 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 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.