Inclusion Leader

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.

EEO AND OHS Commitment

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 ).

Additional support and advice on the recruitment process is available to Aboriginal and / or Torres Strait Islanders from the Koorie Outcomes Division (KOD) via

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 :

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 :

Other Information

Position Description

Inclusion Leader

Wyndham Central College is seeking to employ an Inclusion Leader (Leading Teacher). The Inclusion Leader's key role is to ensure students with disability and additional needs are engaged in education and meeting their learning goals.

To do this they work collaboratively with the school's leadership, wellbeing staff and allied health team. They also work collaboratively with services / teams outside school, which may include Health and Wellbeing Inclusion Workforces, liaising with Student Support Services key contacts and external therapists.

The Disability Inclusion Leader plays a key role in coordinating the team around the learner.

The Inclusion Leader also plays a key role in the school s transition to Disability Inclusion, which will include supporting the organisation of Disability Inclusion Profile meetings, supporting teachers to identify students who may benefit from a profile meeting, and supporting school leadership to use Disability Inclusion funding to resource evidence based reasonable adjustments, for individual students and cohorts of students.

Disability Inclusion key responsibilities

• be an advocate and champion for students with disability and additional needs and work with school staff to implement strategies for supporting the education of these students
• play a key role in supporting students with disability and additional needs to make a smooth transition to school, ensuring there are effective arrangements in place for efficient transfer of information between services and school
• prioritise resources and time to identify and consider the needs of students with disability and additional needs
• 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
• ensure each student with disability and additional needs has a quality IEP, that meets at least level 2 of the , through supporting / building capacity of teachers to develop quality IEPs
• ensure the student has a voice in setting learning targets during the IEP process
• determine whether other students with disability and additional needs could benefit from an IEP
• review school processes for student support groups, personalised goal setting and IEPs
• build staff capacity to understand, develop and implement IEPs
• collaborate with services working in the school to deliver adjustments to students
• promote a culture of high expectations and aspirations for the learning of students with disability or additional needs
• embed inclusion and disability expertise in strategic planning and recruitment practices of the school
• embed evidence-based inclusive education and human rights obligations into school policies and plans
• act as a source of advice for staff about differentiated teaching strategies appropriate for individual students with disability and with additional needs
• ensure full use of assessment for learning
• ensure parent(s) / carer(s) understand the importance of supporting learning at home

Disability Inclusion specific process responsibilities

• lead contact for Disability Inclusion within the school, for example for the Disability Inclusion Regional Implementation Team
• Manage the daily work of integration aides that work in classrooms supporting students
• promote the implementation of all elements of Disability Inclusion at the school
• register students who require a profile meeting
• respond to any requests from facilitators for additional information
• ensure Disability Inclusion profile meetings are booked for all students who require profile meetings
• support school staff and the SSG to prepare and gather supporting information for Disability Inclusion profile meetings
• liaise with the school s Student Support Services key contact as required
• where required, support the most appropriate school staff to prepare the student and parent(s) / carer(s) to contribute to Disability Inclusion profile meetings
• ensure the establishment of student support groups (SSGs) for all students who may benefit from a Disability Inclusion profile meeting.

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

VIT LANTITE

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.