Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Hume - Wodonga
Reference: 1547583
SC1 - Disability Inclusion and assessment
Demonstrated high-level knowledge and understanding of the Disability Inclusion Profile (DIP) and associated Department of Education policy frameworks, including the ability to identify students who may be eligible for Disability Inclusion funding and lead the assessment, documentation and review processes required to support student access and participation.
Demonstrated ability to ensure appropriate evidence, adjustments, documentation and assessment information are collected and used effectively to support individual student needs.
SC2 - High-impact teaching and learning
Demonstrated ability to lead the planning, implementation and evaluation of high-impact teaching strategies that respond to diverse student learning needs.
Demonstrated ability to support teachers to use assessment and student learning data to evaluate the impact of teaching programs and adjustments on student learning growth and to refine practice accordingly.
SC3 - Program, organisational and resource management
Highly developed organisational and management skills, with the capacity to assume overall responsibility for the operation of the individual needs program.
Demonstrated ability to implement Department and locally developed policies and procedures, manage relevant resources and budgets, coordinate complex student support processes, and produce high-quality reports, documentation and assessment evidence relating to Disability Inclusion and individual student needs.
SC4 - Staff capacity and inclusive practice
Demonstrated ability to provide professional support and build the capability of teachers and Education Support staff to provide inclusive, relevant and achievable learning outcomes for all students, including students requiring Disability Inclusion funding and adjustments.
Demonstrated ability to facilitate professional learning, collaborative planning and problem-solving that strengthens staff confidence and consistency in meeting individual student needs.
SC5 - Leadership and relationships
Demonstrated exemplary interpersonal and leadership skills, including the ability to develop and maintain collaborative relationships with students, colleagues, parents/carers and the broader school community.
Demonstrated ability to lead collaborative approaches focused on student learning, agency, wellbeing, engagement and inclusion, including effective collaboration with allied health, Student Support Services, visiting teachers and external agencies.
SC6 - Emotional Intelligence and behaviour education
Demonstrated commitment to the understanding and explicit teaching of Emotional Intelligence (EQ) and the use of a behaviour education model to develop the whole child.
Demonstrated ability to embed Melrose's approaches to "Know Yourself, Choose Yourself, Give of Yourself" and support staff to apply these principles consistently across learning, wellbeing, behaviour and student support.
The Leading Teacher - Welfare / Disability Inclusion provides strategic and operational leadership in the development, implementation and evaluation of inclusive practices and programs that support students with disability and additional learning, wellbeing and engagement needs.
The role leads the effective implementation of the Disability Inclusion Profile (DIP) framework, supports staff to develop high quality inclusive teaching practices, coordinates individual student support processes, and builds the capacity of Education Support staff and classroom teachers to improve outcomes for all students.
The role works collaboratively with students, families, staff, leadership, allied health professionals, Student Support Services and external agencies to ensure that students receive appropriate adjustments, targeted support and meaningful opportunities to participate, learn and achieve.
Key Responsibilities
1. Disability Inclusion leadership
2. Education Support leadership
3. Student Support Groups and individual planning
4. Allied health and external partnerships
5. Policy and compliance
6. Identification and assessment
7. Staff professional support
8. Student outcomes and accountability
9. Transition
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.
At Melrose Primary School, Wodonga, we combine the values of Motivation, Thinking, Courage and Empathy to achieve Academic Excellence and Emotional Intelligence. For over ten years we have been leading the way in developing programs that foster the social and emotional growth of our students. Emotional Intelligence (EQ) is an integral part of the school¿s curriculum and culture and is both a subject as well as a process woven into the daily fabric of school life and learning.
Understanding our own and others¿ emotions (to KNOW YOURSELF), making strong choices to be your best self (to CHOOSE YOURSELF) and helping to create a better world through kindness and empathy (to GIVE OF YOURSELF) are the pillars of emotional intelligence, and constitute the pathway to health, happiness and success.
The Emotional Intelligence (EQ) motto, Educating Hearts and Minds, is supported by vision statements:
Excellence in Teaching and Learning - Excellence in teaching and learning is based on the Victorian Curriculum, Melrose Primary School's EQ philosophy and current student data. Engaging, differentiated teaching is planned collaboratively based on individual student needs.
Professional Leadership - Leaders at Melrose Primary School support and build positive relationships with the school community. Leaders are collaborative, respectful, supportive, visible and organized. Leaders demonstrate and model appropriate behaviours in line with the EQ philosophy.
Positive Climate for Learning - A positive climate for learning promotes a safe, supportive and inclusive environment, driven by Melrose Primary School's EQ philosophy and built on positive relationships which foster high expectations for all.
Community Engagement in Learning - Community engagement in learning is a partnership between school and home that values positive relationships with the wider community. There is an integrated focus on academics, social and emotional wellbeing and community, that leads to improved student outcomes, stronger families and healthier communities.
The building is an innovative design with all classrooms under one roof surrounding a central library, art room and multipurpose room. The grounds are expansive with an oval, three playgrounds and a range of courts and quiet play areas with many trees, gardens and lawned areas. We also offer indoor activities and positive play and restorative practices at break times allowing the students to have a range of options to develop their social and emotional play.
Our school is located in the rural city of Wodonga, which is situated on the Murray River in North East Victoria, 300km from Melbourne. We have an enrolment of approximately 323 students, and a staff comprising of 3 Principal Class leaders, 3 Leading Teachers (Curriculum and Inclusion) 24 (FTE) Teaching Staff and 35 permanent Education Support staff.
Although recognized for our Behavioural Education Model and our capacity to support the welfare of children and families, we also remain committed to our strategic plan goals: improvement of outcomes for students in Numeracy and Literacy, improvement of engagement in learning and the development of leadership. Curriculum and Learning Specialists initiate intensive professional learning to support staff and the Melrose learning community to achieve these goals.