Selection Criteria
SC1 Demonstrated understanding of student wellbeing frameworks, relevant legislation and Departmental policies, including child safety, duty of care and mandatory reporting requirements. Capacity to analyse student data, identify trends and provide informed advice to support student inclusion and wellbeing outcomes.
SC2. Demonstrated ability to initiate and lead the implementation of organisation change, including the capacity to introduce and prioritise workflows.
SC3. Demonstrated outstanding interpersonal skills, with high-level written and verbal communication skills, including high-level competence in digital technology.
SC4 Proven experience leading and implementing wellbeing practices that support the social, emotional, and developmental needs of children and young people, including responding to complex needs and promoting safe, inclusive, and supportive environments across educational or community settings.
SC5 Strong experience building partnerships with families/carers, educators, and external service providers (e.g. allied health, child and family services), ensuring a coordinated and holistic approach to wellbeing and inclusion.
SC6 Demonstrated capacity to lead the implementation of evidence-based practices (SWPBS, MTSS, DI etc.) and modelling of Positive Classroom Management Strategies that respond to student learning and wellbeing needs.
Role
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.
Responsibilities
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:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
Who May Apply
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.
Diversity and Inclusion
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.
Child Safe Standards
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
DE Values
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
Responsibilities
- Lead and implement wellbeing strategies and practices that support the social, emotional, and developmental needs of children and young people
- Coordinate and facilitate Student Support Groups (SSGs) or equivalent case management processes, including the development and monitoring of individualised support plans
- Oversee assessment and Disability Inclusion processes, including evidence gathering, collaboration with multidisciplinary teams, and coordination of Disability Inclusion Profile (DIP) applications
- Build and maintain strong partnerships with families, staff, and external agencies to ensure a coordinated and holistic approach to wellbeing and inclusion
- Maintain accurate documentation, ensure compliance with relevant policies (e.g. child safety, privacy, duty of care), and use data to monitor and improve wellbeing outcomes
Responsibilities
Operating in collaboration with their school leadership and wellbeing teams where relevant, the Mental Health and Wellbeing Leader will:
- Promote a whole school approach to mental health and wellbeing to students, staff and families
- Support teachers and school staff to expand their capacity to embed evidence-based mental health strategies, interventions and programs and build mental health literacy to identify and support primary school students with mental health concerns.
- Collaborate with school staff to inform, influence and provide input into teaching and learning relating to mental health and wellbeing. Provide support to school staff and classroom teachers to build their capabilities to embed mental health into the classroom.
- Work with school leadership and wellbeing teams to embed whole school approaches to mental health into school planning and strategic processes. Coordinate clear referral pathways internally (within school) and externally (to community services) for students identified as requiring further assessment and intervention.
Disability and Inclusion Responsibilities:
- Be an advocate and champion for students with disability and additional needs.
- Support staff with the implementation of strategies and adjustments to ensure accessibility to curriculum for the Tier 2 and Tier 3 students.
- 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 efficient transfer of information between all service providers.
- Work with the Assistant Principal to manage and oversee Disability Inclusion Profile (DIP) processes, including identification of eligible students and preparation of applications to secure optimal levels of funding and support.
- Ensure parent/carer(s) understand the importance of supporting learning at home, and actions they can take to provide this consolidation of learning.
- Participate fully in the school leadership team to ensure a focus on your own leadership growth and development is valued and nourished.
- Support the role of the Inclusion Aides in the classroom.
- Understand and embrace the need for the position description to change and adapt to better align with college needs as it grows each year and changes to the Annual Implementation Plan (AIP) from year to year.
Individual Educational Plans:
- With the Assistant Principal have oversight of individual education plans (IEPs) across the school, and ensure the school meets obligations for students who are required to have an IEP.
- Make sure the student has a voice in setting learning targets during the IEP process.
- Ensure each student with additional needs has a quality IEP that meets at least level 2 of the IEP quality checklist rubric, through supporting all staff in their development.
- Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.
- Use student learning data to guide and tailor the response to intervention, including how best to structure Individual Educational Plans and Modified Programs to ensure students are learning and showing measurable growth.
- Using IEPs and any applications for Disability Inclusion Program (DIP) funding, work with classroom teachers and support staff to ensure that learning tasks are adjusted, and delivery of content is in line with the requirements documented in the IEP.
- Document IEPs on COMPASS and ensure that all staff are aware of these adjustments.
- Ensure that the school's reporting and assessment is in line with any IEP or DIP requirements for each student.
- Work collaboratively to support and design data-based learning/pathway interventions to ensure students are fully engaged in their learning.
Professional Development & Staff capacity Building
- Build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs.
- Deliver whole school Professional Development to promote inclusive practices.
- Model high-level learning and teaching practice, including demonstration teaching for others.
- Undertake classroom observations to support teachers in the provision of curriculum and appropriate learning activities for Tier 2 and Tier 3 students.
- Organise Professional learning and support for teachers to effectively adjust/modify the learning program to meet the needs of Tier 2 and 3 students.
- Lead support for teachers to better understand how to differentiate to ensure all students are learning
- Build staff capacity to understand, develop and implement IEPs.
- In collaboration with the learning support team, plan and deliver professional learning, coaching and support to all staff to build capacity and understanding of inclusion principles, practices and delivery, including:
- Effective modification strategies and adjustments.
- Understanding neurodiverse learners.
- Strategies for supporting students with specific learning disorders.
Disability Inclusion Process Responsibilities:
- Promote the implementation of all elements of Disability Inclusion.
- Register students who require a profile meeting.
- Respond to any requests from facilitators and external providers for additional information in keeping with legislative requirements.
- Ensure Disability Inclusion profile meetings are systematically held for all students at Tier 3, and those students at Tier 2 as prioritised with school leaders and Wellbeing Teams.
- Ensure all requirements are met for the Disability Inclusion profile meetings for students at Tier 2 and 3.
- Facilitate Student Support Group meetings for students at Tier 3 and oversee the management of SSG¿s for Tier 2 students in consultation with school leaders and Wellbeing Teams.
- Support school staff and gather all supporting information for Disability Inclusion profile meetings.
- Liaise with the school¿s Student Support Services key contact as required.
- Mentor and coach staff, prioritising those working with Tier 3 and then Tier 2 students, to help address the learning needs of these students.
- Undertake other duties as required by the Principal
Conditions of Employment
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Qualification Requirements
To be eligible for employment, transfer or promotion in the principal or teacher class:
- The person must have provisional or full registration approved by the Victorian Institute of Teaching; and
- if the person completed an Australian postgraduate level initial teaching program or course of study on or after 1 January 2024, they must demonstrate that they have satisfactorily completed a postgraduate level accredited initial teacher education program that has been accredited by an Australian State or Territory Teacher Regulatory Authority as satisfying the requirements of the Australian Institute for Teaching and School Leadership 'Accreditation of initial teacher education programs in Australia: Standards and Procedures'; and
- a person who graduated from a Victorian Initial Teacher Education (ITE) program after 1 July 2016 must also 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 ITE program completed by the person).
Details of qualification requirements as updated from time to time can be found at Recruitment in Schools.
Location Profile
Baimbridge College, Hamilton is a co-educational Secondary School Yr 7 ¿ 12 with an enrolment of 300 students and is located in the majestic Western District of Victoria. It is nestled between the beautiful beaches of Port Fairy and the Grampians ranges of Dunkeld. There is something for everyone in Hamilton with a thriving farming establishment, growing industrial area, service and arts communities and numerous sporting clubs.
The College retains the best aspects of the schools from which it was created: Hamilton High School, Hamilton Technical School and Hamilton Secondary College. As such, it is well placed to deliver a comprehensive curriculum which effectively prepares students for further education in many fields of study. Our values are simple, Pride Courage and Respect in equal measures and our vision is that every child is taught to their capabilities and beyond. We believe that every child should experience success and recognise that human communities depend upon a diversity of talent not as singular conception of ability.
Baimbridge College VCE students can choose from a diverse curriculum. Access to both academic based VCE, Vocationally orientated options, including access to vocational courses run at The Hamilton District Skills Centre, all of which indicate student pathways are well catered for.
Baimbridge College has student wellbeing central to its ethos with the implementation of the Year 7 & 8 Hubs, focusing on individual student based needs delivering the Victorian curriculum a the data derived level, and this year¿s year 9 shows the NAPLAN data to back the success of this initiative.
A school with declared priorities in the music area, Baimbridge College offers its students diverse opportunities for co-curricular involvement in the instrumental program and public performance.
A new admin, technology, science, food tech building and recently refurbed gymnasium, a media and drama centre, specialist music facilities set in attractive and spacious grounds are carefully maintained and resourced.
Baimbridge College is one of the pre-eminent secondary schools in the South-West.