Leading Teacher - Inclusion Practice Leader

Government schools; Australia; On-site; AUD 110,000 - 140,000; Full time

Job summary

Armstrong Creek School seeks an Inclusion Practice Leader to engage students with disability, coordinate collaborative work with leadership and wellbeing staff, and organise Disability Inclusion Profile meetings. You will support the allocation of Disability Inclusion funding to provide evidence‑based reasonable adjustments and coordinate school-wide inclusion practices for learners and cohorts.

The role focuses on leading whole‑school improvement, curriculum planning, staff PD, and building

Qualifications

• Demonstrated expert knowledge of the relevant curriculum and ability to lead school priorities.
• Ability to lead high impact teaching strategies and respond to student needs.
• Ability to monitor and assess student learning at class/cohort/whole-school levels and use data to drive improvement.

Responsibilities

• Lead and manage whole‑school improvement initiatives.
• Lead curriculum planning and delivery improvements.
• Coordinate professional development for teaching staff.
• Oversee staff performance and development.
• Teach demonstration lessons.
• Lead assessment and reporting policy development.
• Manage student welfare policies.
• Develop curriculum in major areas and contribute to other areas.
• Support school leadership in governance and proposals.

Skills

Curriculum knowledge

Leadership

Data-driven instruction

Collaboration

Disability inclusion

Job description

Selection Criteria 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 knowledge and understanding of the Disability Inclusion Framework, including Disability Inclusion Profile processes, the identification of students requiring additional support and the strategic allocation of resources. Demonstrated ability to lead and coordinate these processes to ensure Disability Inclusion funding is effectively utilised to implement evidence-based reasonable adjustments that respond to individual student needs and support inclusive practices across the school.

Role Inclusion Practice Leader

The Inclusion Practice Leader ensures 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. A Disability Inclusion Leader plays a key role in coordinating the team around the learner. The Inclusion Practice Leader also plays a key role in the school's transition to Disability Inclusion, which includes 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.

Responsibilities

• 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

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 https://www2.education.vic.gov.au/pal/information-hr.

Qualification Requirements

• 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';
• 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

Armstrong Creek School opened in January 2018 for students in Years Prep to 6. In 2019, the Secondary Special School component opened its doors and is now educating students from Years 7 to 12. Our school combines both Primary, Prep to Year 6 and Special Education provision from Prep to Year 12 under a single governance model. Our school's inclusive model and flexible approach curriculum provision allows each learner to access the educational support and experiences they require based on identified need, individual student ability and assessed benefit. It enables a customised approach to education rather than a `one size fits all. The school also has a Community Hub which is managed by the YMCA out of school hours to provide before/after school care, holiday programs and other community programs that can be accessed by local families and residents. The school also features an indoor gymnasium built to Netball Victoria standards, outdoor hardcourts and sporting fields.

Purpose Statement

At Armstrong Creek School we embrace challenge and celebrate diversity while pursuing an individual journey to personal excellence. Innovative learning and teaching are placed at the centre of all we do. We design opportunities for students to achieve their personal best in a positive environment where they are inspired to learn, grow and thrive while demonstrating our school values of: Care, Collaboration and Commitment.