Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Southern suburbs
Reference: 1485208
SC1 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.
This is a key leadership position that requires a highly skilled classroom practitioner with extensive experience in leading whole-school improvement initiatives related to wellbeing and inclusive education. The Leading Teacher - Disability Inclusion and Wellbeing will be a highly visible and collaborative leader, responsible for driving the school's commitment to ensuring every student, particularly those with a disability or additional needs, is engaged in their education and meeting their learning goals.
The successful candidate will work closely with the school's leadership team to embed inclusive practices into the school's culture, curriculum, and strategic plan. They will be a champion for students with disabilities, an expert in differentiated instruction, and a key resource for staff, parents, and external partners.
In addition to the core responsibilities of a Leading Teacher, the Leading Teacher - Disability Inclusion will be responsible for a significant area of school-wide leadership, including:
Strategic Leadership and School Improvement:
¿ Leading and managing the school's Disability Inclusion framework, including managing and coordinating funding applications.
¿ Managing budgets for Tier 2 and Tier 3 supports and resources for Disability Inclusion and Wellbeing.
¿ Embedding evidence-based teaching practices for inclusive education and obligations into school policies and strategic plans.
¿ Leading the development and implementation of whole-school improvement initiatives related to curriculum planning and delivery for students with disabilities and additional needs.
¿ Contributing to the overall leadership and management of the school and its strategic direction through a wellbeing lense.
¿ Acting as the primary advocate and champion for students with disabilities and additional needs, promoting a culture of high expectations and aspirations for their learning.
Teaching and Learning:
¿ Coordinating and facilitating Student Support Group meetings termly for students with disabilities and additional needs, liasing with parents, staff and leadership.
¿ Coordinating and managing the provision of professional learning for staff to build their capacity to understand, develop, and implement high-quality Individual Education Plans (IEPs).
¿ Acting as a source of expert advice for staff on differentiated teaching strategies and evidence-based adjustments for individual and cohort-based student needs.
¿ Providing demonstration lessons to model exemplary inclusive teaching practices.
¿ Overseeing the development and implementation of quality IEPs for all eligible students, ensuring student and parent voice is central to the goal-setting process.
¿ Reviewing and refining school processes for student support groups (SSGs), personalised goal setting, and IEPs to ensure they are effective and compliant.
Community and Process Coordination:
¿ Serving as the primary contact for Disability Inclusion within the school, liaising with the Department of Education's Disability Inclusion Regional Implementation Team, Student Support Services, and other external partners.
¿ Overseeing the provision of the Nationally Consistent Collection of Data on School Students with Disability
¿ Leading and managing the preparation for and participation in Disability Inclusion Profile meetings.
¿ Coordinating the "team around the learner," which includes school leadership, wellbeing staff, education support staff, allied health professionals, and external services.
¿ Ensuring smooth and effective transitions for students with disabilities and additional needs, particularly from kindergarten to primary school and primary school to secondary school.
¿ Ensuring that the school meets its obligations for students requiring an IEP and that resources are prioritised and allocated to support the needs of these students effectively.
The successful candidate will have:
¿ Demonstrated experience as a highly skilled classroom practitioner with a proven track record of exemplary teaching practice.
¿ Extensive experience in leading and managing significant whole-school improvement initiatives, with a focus on disability inclusion and inclusive education.
¿ Demonstrated ability to lead, coach, and mentor staff to build their capacity in developing and implementing inclusive practices and quality IEPs.
¿ Expert knowledge of the Disability Inclusion framework, including the profiling process and its implications for curriculum planning, adjustments, and resource allocation.
¿ Highly developed communication and interpersonal skills, with the ability to build effective relationships with students, parents, staff, and external stakeholders.
¿ Proven ability to contribute to the overall leadership and strategic direction of a school.
This role is a fantastic opportunity for a dynamic and experienced educator to make a significant and lasting impact on the lives of students with disabilities and additional needs within our school community.
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.
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).
Additional support and advice on the recruitment process is available to Aboriginal and/or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via [email protected]
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
A school tour will be held on Tuesday 5th August at 4.30pm. Please contact the school on 9551 1727 to register your attendance.
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.
Kingswood Primary School is located in an attractive, quiet residential area of Dingley Village. We have 572 students (24 classes). The school's educational philosophy is based around the concept of laying the `Foundations for Success¿ and making a `Positive Difference¿ to the lives of every student. To achieve this, it is important to discover the individual talents of each child, to put students in an environment where they want to learn and where they can discover their true passion.
Kingswood is a Habits of Mind School. Habits of Mind are dispositions that are skilfully and mindfully employed by intelligent people when confronted with challenges. Kingswood implements 'Visible Thinking' protocols from the Harvard Graduate School of Education. Habits of Mind and Visible Thinking are strategies that assist students to problem solve, become more intelligent and successful students and adults in later years. We are extremely passionate about developing the thinking skills of our students so that they will be successful throughout their lives. Kingswood is also a model Professional Learning Community (PLC) school. Kingswood provides numerous opportunities for colleagues from across the region to come view our practices in action.
Kingswood's Brand is engaging, innovative and caring in everything we do to cultivate a great teaching and learning environment. At Kingswood we value that:
1. We are here for the students
2. Lead the way
3. Thrive in a team culture
4. A place to shine
5. Connected to community
Kingswood Primary has flexible teaching spaces, allowing us to design a curriculum that meets the needs of learners who are thinkers. Students are provided various entry and exit points to support learning in all curriculum areas by using the gradual release model. Students have the latest technology such as Chromebooks, MacBooks, iPads and interactive TVs in every classroom. The school is a leader in innovative technology and proudly provides specialist programs in Science, Visual Arts, Performing Arts, Japanese and Physical Education that all complement class programs.
Further opportunities for our students are provided through a range of support and extension programs. Students are given opportunities to participate in a range of extra-curricular programs including adventure camps, swimming programs and numerous sporting activities. We offer a school developed Japan Study Tours for Year 5 and 6 students every two years.
Kingswood is a Stephanie Alexander Kitchen Garden school. Students are introduced to the pleasures of preparing, cooking and eating a variety of foods they have grown in the garden. We even have our own free-range chickens and fresh eggs are collected daily.