Work Type: Ongoing - Full-time
Salary: Salary not specified
Grade: Leading Teacher - Range 3
Occupation: Leading teacher
Location: Melbourne - Western suburbs
Reference: 1547135
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.
SC6 Demonstrated ability to implement the Disability Inclusion Program in a school to improve the quality provision for students with additional needs.
Leading 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.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the leading teachers may include but are 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.
About The Role
We are seeking an experienced staff member to lead Disability Inclusion in our school.
The Leading Teacher of Disability Inclusion will work as part of the Leadership Team to lead a coherent and proactive approach to inclusion, intervention and student support across the school. This role may include a part-time teaching load across the duration of the tenure.
The role will have a strong focus on developing systems rather than relying on reactive responses. This includes identifying student need early, coordinating appropriate supports, monitoring their impact, and ensuring staff have the knowledge, confidence and resources to respond effectively.
A significant focus will be the continued development of our Multi-Tiered System of Supports.
The role will include:
Disability Inclusion Profiles - overseeing students that are currently funded for their Disability Inclusion Profile to ensure teachers and Education Support staff are effectively meeting their needs and supporting them to achieve their individual goals.
Working with the Classroom Teachers, Learning Specialists and Education Support Staff to plan, document and implement the reasonable adjustments needed to support the students who have, or will be applying for, a Disability Inclusion Profile.
Facilitating Student Support Groups for all students with a Disability Inclusion profile (including those that are being developed).
Overseeing and building the capacity of staff by strengthening their knowledge, confidence and practice. This includes supporting staff to understand learner needs, make reasonable and purposeful adjustments, use evidence to inform decisions, and design learning environments in which students can participate successfully. It will also focus on building staff capacity to develop and review Individual Education Plans, Personal Adjustment Plans, Behaviour Support Plans and Safety Plans, to ensure that individual goals are targeted to Disability Inclusion Profiles.
Designing and delivering professional learning to teams and the whole staff to improve student learning, wellbeing, engagement and access to education.
Observing in learning spaces and working alongside teams to implement reasonable adjustments in preparation for Disability Inclusion Profiles.
Facilitating termly/regular SSGs and preparing new funding applications, including liaising with all stakeholders to organise and attend effective Disability Inclusion Profile meetings.
Overseeing NCCD processes to ensure students are accurately identified and appropriate levels of adjustment and categories of disability are determined.
Actively contributing to the School Improvement Team ensuring progress and achievement of students with a Disability Inclusion Profile is monitored and utilised to drive improvement.
About Us
Footscray West Primary School, located in Melbourne's inner western suburbs, is a warm and inclusive community of around 650 students, supported by a dedicated team of approximately 65 staff, equal to approximately 43 full-time equivalent (FTE) positions. Our families come from many cultural and social backgrounds, and we proudly celebrate the diversity that makes our school such a vibrant place to learn. The school's current SFOE is 0.1762, which is considered a low level of disadvantage. Ensuring the emotional safety and wellbeing of every child is at the heart of our work.
We use clear and evidence-based teaching to help every child succeed. Our early years programs, including Little Learners Love Literacy and EMP (Explicit Maths Program), give students a strong start, and our specialist areas, including Visual Arts, Music, Physical Education, STEM and Japanese, add richness and breadth to the curriculum.
Student wellbeing focuses on being ready to learn and is supported through the Berry Street Education Model, Respectful Relationships, and strong classroom and social-emotional learning routines. Our staff, across leadership, teachers, and education support roles, work closely together to create a calm, supportive, and engaging learning environment. Families are valued partners, and parent involvement is encouraged and welcomed.
Students enjoy spacious outdoor play areas and excellent facilities including a stadium-sized gymnasium.
Purpose / Vision
Our vision of Working together to create a better world and the values of Belonging, Respect, Responsibility, and Resilience, guide our actions every day.
At Footscray West Primary School, we believe every child can thrive when supported by a caring community, high expectations, and strong, evidence-based teaching.
We are committed to collective professional learning in teaching, learning, and wellbeing, which is grounded in research and supported in practice.