Leading Teacher Wellbeing and Disability Inclusion

Government schools; Geelong; On-site; AUD 105,000 - 135,000; Full time

Job summary

Government schools seeks a Leading Teacher Wellbeing and Disability Inclusion to champion disability inclusion across the school and lead mental health initiatives. You will oversee IEPs/PBSPs, coordinate support services, and coach staff in evidence-based practices to improve student wellbeing and learning outcomes.

You will collaborate with school leaders, teachers and families to implement inclusive policies, ensure data-informed decisions, and drive whole-school change focused on student

Qualifications

• Demonstrated expert knowledge of the relevant curriculum.
• Ability to lead and manage the implementation of school priorities and literacy/numeracy teaching across the curriculum.
• Ability to plan and implement high impact teaching strategies and evaluate their impact.

Responsibilities

• Lead and manage whole-school improvement initiatives aligned with the school strategic plan.
• Oversee curriculum planning and delivery improvements.
• Coordinate professional development and development plans for staff.
• Lead staff performance reviews and lesson demonstrations.
• Develop and implement assessment, reporting policies and practices.
• Coordinate disability inclusion across the school and support adjustments for students.
• Lead a whole-school approach to mental health and student wellbeing.

Skills

Curriculum mastery

Leadership of priorities

Data-driven teaching

Stakeholder collaboration

Professional learning

Disability inclusion leadership

Job description

Leading Teacher Wellbeing and Disability Inclusion

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

SC6Demonstrated commitment and capacity to successfully lead

Disability and Inclusion including the facilitation of DIPs and supporting teachers to make reasonable adjustments.

Mental Health in Schools- support and coach, provide PL for the consistent implementation of SWPBs and PCMS.

Selection Criteria

SC1Demonstrated 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.

SC2Demonstrated 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.

SC3Demonstrated 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.

SC4Demonstrated 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.

SC5Demonstrated 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.

SC6Demonstrated commitment and capacity to successfully lead

• Disability and Inclusion including the facilitation of DIPs and supporting teachers to make reasonable adjustments.




• Mental Health in Schools- support and coach, provide PL for the consistent implementation of SWPBs and PCMS.

Role

Leading Whole School Inclusion and Mental Health Practices

• Advocate and champion for students with disability and additional needs and work with school staff to implement strategies that support their education.


• Have oversight of Individual Education Plans (IEPs) and Positive Behaviour Support Plans (PBSP) across the school and ensure the school meets its obligations for students who are required to have an IEP and PBSP.


• Collaborate with services working in the school to deliver adjustments to students.


• Act as a source of advice for staff regarding differentiated teaching strategies appropriate for individual students with disability and additional needs.


• Regularly liaise with student support teams, including Student Wellbeing, and teachers regarding relevant interventions required for identified students.


• Liaise with the school's Student Support Services key contact as required.


• Promote the implementation of all elements of Disability Inclusion across the school.


• Prepare and co-ordinate the collation of supporting information for Disability Inclusion Profile meetings and funding applications.


• Provide support to Education Support staff working within the school-wide Disability program, including regular team meetings and planning.


• Work with the school leadership team to ensure the Disability Inclusion program is aligned with school and Department policy and guidelines and maintain confidential and sensitive data on each student.


• Lead a whole-school approach to mental health, coordinating support for students, staff, and families, and building staff capacity to identify and respond to mental health concerns in the classroom. Lead the promotion of mental health and provide targeted support through programs, and evidence-based resources.


• Lead the creation of a positive, inclusive, and supportive school climate


• Building staff capacity to identify and respond to mental health concerns

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 (seeWorkplace 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*******@education.vic.gov.au

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

Other Information

Leading Teacher Tenure to expire on 26/01/2030.

Qualification Requirements

To be eligible for employment, transfer or promotion in