Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Classroom teacher
Location: Melbourne - Southern suburbs
Reference: 1526887
The Leading Teacher for Inclusive Education is a key leadership role within Brighton Primary School focused on promoting excellence in teaching and learning for all students, including those who are deaf or hard of hearing. This role involves providing leadership to the Learning Enhancement Team and collaborating with classroom teachers to create an inclusive educational environment that supports the diverse needs of all students. The Leading Teacher helps provide strategic direction, professional development, and expert advice to ensure the delivery of high-quality education tailored to the individual needs of students.
1. Disability Inclusion Leadership
Be the lead contact for Disability Inclusion within the school
Coordinate Disability Inclusion profile meetings and support all necessary stakeholders through the process
Liaise with the school's Student Support Services (SSS) key contact and Regional Disability Coordinator
Play a key role in supporting students with additional needs to make a smooth transition into the school, ensuring there are effective arrangements in place for effi cient transfer of information between services
Provide leadership to students, parents and school staff involved in creating and implementing high quality IEPs for all students with a disability, including student and parent voice in setting learning targets
Build staff capacity to understand and implement evidence-based teaching and learning strategies that align with student IEPs to support all student learning within their classroom, inclusive of students with additional needs
Act as a source of advice for staff with differentiated teaching strategies appropriate for individual students with additional needs
With support from the Student Wellbeing Coordinator, lead the identification and collection of students to be included in the Nationally Consistent Collection of Data
Daily management of the ES Student Support timetable
2. Leadership and Strategic Planning:
Lead the development and implementation of inclusive education strategies, policies, and practices.
Develop and monitor strategic plans to enhance learning outcomes for students with diverse needs, including those who are deaf or hard of hearing.
Collaborate with the school leadership team to align inclusive education initiatives with the overall school improvement plan.
Manage the Deaf Facility resources budget, grant applications and documentation for other allowances and funding.
To maintain and develop up to date knowledge of good practice in education, specifically in relation to children who are deaf or hard of hearing.
Support the implementation of the revised Learning Enhancement Model (2024) and model best practice when working in partnership with classroom teachers and ES Learning Support Aides.
3. Support for Teachers of the Deaf:
Provide guidance and support to teachers of the deaf, classroom teachers & learning support aides to develop and implement effective teaching strategies and individualised education plans (IEPs).
Ensure the provision of appropriate resources, technology, and accommodations to support the learning of students who are deaf or hard of hearing.
Facilitate professional development opportunities for teachers of the deaf to stay current with best practices and new developments in the field.
4. Learning Enhancement Team Leadership:
Provide leadership within the Learning Enhancement Team in identifying and addressing the learning needs of all students, particularly those requiring additional support.
Coordinate the development and implementation of intervention programs and support services.
Monitor and evaluate the effectiveness of learning enhancement initiatives and make data-driven recommendations for improvement.
5. Collaboration with Classroom Teachers:
Work closely with classroom teachers to integrate inclusive practices into everyday teaching and learning.
Provide teachers with feedback regarding best practices for students who are deaf or hard of hearing.
Provide guidance and mentoring to classroom teachers on differentiated instruction and classroom management strategies.
Support teachers in the use of assessment data to inform instruction and improve student outcomes.
Oversee the capability building of classroom teachers and learning assistants around the use of technical and other specialised equipment for learners who are deaf or hard of hearing.
6. Student Support:
To provide explicit teaching strategies to assigned students.
Oversee, and provide support when required, teachers of the deaf liaising with families, allied health professions and school staff on student progress, engagement, assessment and reporting.
Oversee and lead the teachers of the deaf to train and teach both students and staff where appropriate to facilitate the child¿s learning, inclusion and independence. This may include the use of specialist equipment and teaching and learning materials.
7. Community and Stakeholder Engagement:
Build strong relationships with parents, caregivers, and external agencies to support the holistic development of students.
Oversee termly student support group (SSG) meetings.
Support transition (i.e. kinder to Prep and Year 6 to secondary school).
Communicate effectively with the school community about inclusive education programs and initiatives.
Represent the school at relevant meetings, conferences, and forums related to inclusive education.
KEY COMPETENCIES
Leadership and Management: Ability to lead and inspire teams, manage resources effectively, and drive strategic initiatives.
Communication: Excellent interpersonal, verbal, and written communication skills.
Collaboration: Strong collaborative skills with the ability to work effectively with diverse stakeholders.
Problem-Solving: Proven ability to analyse complex issues, develop innovative solutions, and make sound decisions.
Empathy and Understanding: Deep understanding of the needs of students with disabilities and a commitment to fostering an inclusive school environment.
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.
Brighton Primary School was established in 1875 and is situated in the Bayside suburb of Brighton, 12 kilometres from the CBD. Brighton fronts Port Phillip Bay. With almost six kilometres of coastline within Brighton's suburban boundary, there is a diverse range of attractions and activities for all. The school has strong generational ties and is well supported by the School Council and parents.
Brighton Primary School¿s design is traditional and has approximately 25 classes organised in year levels. Brighton Primary School has been redeveloped with attention to maintaining the architectural integrity of the two brick Victorian buildings and also has a large number of relocatable buildings. Generally, they are grouped in year levels to support our collaborative approach to learning and teaching and maximise the student playing space. The school is fully air-conditioned, and all rooms are uniformly furnished to provide a familiar environment for students as they progress across the school.
Brighton Primary School has an enrolment of approximately 540 students, which includes 18 students with moderate to profound hearing loss enrolled in the regional Hearing Unit hosted at the school. Our school culture of shared responsibility and collaboration ensures that our Hearing Unit functions as an integral part of the school community, supporting students to fully access mainstream education.
Brighton Primary School has a rich, well-resourced Specialist Program. There are purpose-built Science, Music and Art Rooms and a Gymnasium. As well, there are literacy and numeracy resource rooms and a large shared learning space in the junior hall. The Library is centrally located and available to students at lunchtime, as well as class time. Adjoining it is the Performing Arts Centre, the LOTE room and the school canteen. The school community raised the funds to fit-out these spaces and construct the covered walkway that connects all classrooms and specialist teaching areas. Our Outside School Hours Care program, TeamKids, is accommodated in the LOTE room and the Gym.
A variety of spacious and shaded areas that are landscaped provide a safe and well-equipped play area for students. There is a turfed oval and an athletics track, two adventure playgrounds, a fitness circuit and netball and down-ball courts. Below the junior play equipment is the Wonder Garden, designed by our students. It is both a teaching space and a playing area. The Brighton Primary School community has funded the outdoor equipment and development of the grounds and are maintained by the School Council Facilities Committee. The school also employs a groundsman to maintain the school grounds.