Leading Teacher - Wellbeing and Inclusion

Department of Education Victoria; Melbourne; Sur place; AUD 90 000 - 120 000; Plein temps

Résumé du poste

Footscray North Primary School in Footscray, VIC seeks an experienced Leading Teacher to advance wellbeing and inclusion across the school. The role emphasizes high-impact literacy and numeracy teaching, data-informed planning, and strong collaboration with staff, families, and the regional team.

You will model inclusive practices and lead professional learning for staff and supports for diverse learners. The Leading Teacher will focus on school-wide wellbeing initiatives, data-driven decision

Qualifications

• Demonstrated expert knowledge of the relevant curriculum and ability to lead and manage school priorities.
• Demonstrated ability to plan and implement high-impact teaching strategies and evaluate their impact.
• Proven ability to monitor student learning and use data to drive improvement.
• Exemplary interpersonal and leadership skills for collaboration with students, staff, and families.
• Experience modelling behaviours aligned with Department values and supporting inclusive practices.
• Ability to lead inclusion and wellbeing initiatives and build staff capacity.

Responsabilités

• Lead Wellbeing and Inclusion policies and practices across the school.
• Organise and lead weekly Wellbeing team meetings.
• Monitor and evaluate Tier 2 and Tier 3 support to improve student outcomes.
• Support attendance matters at school and regional levels.
• Collaborate with regional staff to support FNPS students, staff and families.
• Provide professional learning for teachers on adjustments for diverse learners.
• Lead the development of IEPs and coach staff in inclusive teaching strategies.
• Drive professional learning and coaching to strengthen classroom aide and Education Support culture.

Connaissances

Curriculum knowledge

Leadership

Literacy & numeracy

Strategic planning

Data-driven practice

Interpersonal skills

Description du poste

Leading Teacher - Wellbeing and Inclusion

Department of Education Victoria – Footscray VIC

23h ago , from Department of Education & Training Victoria

Footscray North Primary School (FNPS) is an inner suburban primary school 6km from the Melbourne CBD. The population in the local area is changing. This is reflected in the changing SFOE: 2025- 0.2528 (2019-0.3824) at FNPS. FNPS is experiencing continued growth in student enrolments 2025 - 633 (2019- 450). During this time FNPS has enacted an enrolment strategy which has minimised the enrolments of students beyond our designated neighbourhood zone. Current trends indicate the school population is likely to continue to grow. There are a number of high-density housing redevelopments in the neighbourhood zone that will likely contribute to this. The growth in school population has been catered for by the delivery of a major building project completed in 2021 to increase the permanent capacity of the school to 700 students.

Our student population is drawn from our local area. Approximately 40% of our students speak a language other than English at home, with over 40 different language groups represented. Students who enrol speaking little or no English often spend a period of time attending the Western English Language School. A small number of students identify as of ATSI background. The school has a small percentage of students who are enrolled as international students (less than 1%). The ongoing growth in the student population has also resulted in a growth in staffing requirements. Rigorous staff recruitment, induction and mentoring, along with retention of staff, have been and will continue to be an area that requires attention to ensure that high quality practices are consistently implemented across the school.

In 2025 Footscray North Primary School (FNPS) had a staff of 3.2 Principal Class, 2 Learning Specialists, 2.6 Leading Teachers, 37 teaching staff and approx. 25 EFT Education Support staff. Curriculum programs are delivered through 28 classroom programs supported by 5 specialist programs. The school is housed on a very large site (9 acres) and is made up of 6 permanent buildings, 3 double relocatables, a new gymnasium and a number of active and passive play spaces. Our school facilities included 28 classrooms with adjacent office areas, collaborative spaces and breakout rooms, a performing arts room, a visual art, room, 3 resource intensive learning spaces (LOTE/STEM), a library, Gymnasium, administrative area and community room (OSHC) and a fully equipped canteen area.

Footscray North Primary School (FNPS) is committed to providing a safe, secure and stimulating learning environment, where students reach their full educational potential supported by a differentiated curriculum of the highest quality. FNPS recognises that student wellbeing and student learning outcomes are inextricably linked and understand that the school should promote this link both within the school environment and the classroom. We recognise the importance of the partnership between the school and parents/carers to support student learning, engagement and wellbeing. We share a commitment to, and a responsibility for, creating an inclusive and safe school environment for our students. The school provides a curriculum with a strong emphasis on English, Mathematics, Social Emotional Learning and an integrated topic-based curriculum. The core curriculum is complemented by Specialist Programs in Physical Education, Visual Arts, Performing Arts, Spanish and Technologies.

Footscray North Primary School has developed and embedded a universal culture of learning and a belief that all students can learn at high levels. Our work is underpinned by this belief, and that our strategic actions as a school can make a difference. We have implemented Professional Learning Communities as a way of ensuring that all students learn at high levels and staff continue to refine and develop high impact teaching strategies. Professional Learning is an integral part of the operation of the school, and Professional Learning Communities are the focal point for planning, development and implementation of teaching and learning and collective inquiry to improve teacher practice. Footscray North Primary School has a strong tradition and reputation in the provision of excellence in education in the local area. In 2023, FNPS commemorated 100 years of providing outstanding education to the local community. Footscray North Primary School's vision is to support the learning and wellbeing outcomes of our students.

Our mission at Footscray North Primary School is to graduate empowered students who are high achieving, socially and emotionally intelligent, globally aware and active citizens in the community. Our mission statement components are operationalised, implemented and monitored, and provide a lens through which to guide us in decision making, resource allocation and aspiration. Our school's objectives are considered as part of the four yearly strategic planning process and reflected in the goals listed in our current School Strategic Plan (SSP). We also develop an Annual Implementation Plan to operationalise the Goals and Key Improvement Strategies contained in our SSP. Our school values provide a strong foundation in identifying the way that we work with our community through the creation of shared expectations and norms. They support us in decision making and action planning, supporting us in remaining focused on what is important.

Footscray North Primary School's values are:

• Inclusion: through appreciation of individual differences and actively encouraging involvement by the whole school community.
• Excellence: by striving to excel at work and play and persisting to reach our goals.
• Respect: for our community¿s views, beliefs and rights, considering everyone's opinion and treating everyone as equal. We respect ourselves and others, our belongings and the environment.
• Responsibility: by all the school community for our actions and behaviours, striving to achieve a stimulating and vibrant learning environment, by providing quality programs and encouraging each other to reach our full potential.

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 capacity to lead the implementation and promotion of inclusion and wellbeing initiatives, and build staff capacity to support the learning and wellbeing of diverse learners.

Role

The Wellbeing and Inclusion Leading Teacher will work alongside the Principal class in the development and embedment of Wellbeing and Inclusion policies, protocols and practices across the school.

The Leading Teacher position is an ongoing teacher role with a three-year tenure as Range 3 (Leading Teacher) that has the possibility of further renewal, depending on school priorities.

This role is predominantly out of the classroom, however may include a small degree of face to face duties, if required.

The role will include a range of school-wide responsibilities, including leadership or leadership support in areas such as:

• Disability Inclusion
• Koorie Cultural Inclusion
• Student Mental Health & Wellbeing
• Respectful Relationships

The Leading Teacher will focus on school-wide approaches and the promotion of wellbeing supports and inclusive practices. Additionally, attention to building staff capacity through timely and targeted professional learning. This will include, but not be limited to, working collaboratively with teaching and education support staff in developing evidence-based strategies, modifications, and adjustments to support the implementation of the IEP. This may be related to development of documentation and evidence of the planning of the strategies and collecting evidence of the impact.

The Wellbeing and Inclusion Leading Teacher will develop professional learning plans to build the capacity of all colleagues (teachers and education support) at Footscray North Primary School, to lead the learning of wellbeing and inclusion to build consistent, proactive and informed practices to support all students, using data to drive the learning and in line with our SSP and AIP.

The Wellbeing and Inclusion Leading Teacher will co-manage Disability Inclusion Funding and PSD funding and support members of the Wellbeing team to apply for individualised (Tier 3) funding.

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 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

• Lead Wellbeing and Engagement and Disability and Inclusion Policy and Practice, utilising the Strategic Plan and AIP, to develop and plan to meet wellbeing and inclusion areas of improvement.
• Implementing the Disability and Inclusion Initiative with fidelity.
• Lead weekly meetings with the school’s Wellbeing team.
• Identify, monitor and evaluate the impact of Tier 2 and Tier 3 approaches to support learning and wellbeing outcomes of students.
• Support the Assistant Principals with attendance matters, both individual and school wide.
• Liaise with regional SSS staff to support FNPS students, staff and families.
• Be the school’s child safety champion, ensuring the school maintains compliance with the Child Safe Standards through ensuring policies remain up-to-date and implementation/ communication tasks with them are carried out by the appropriate persons.
• Assist sub‑school leaders (Assistant Principals) with the case management of students with high level behavioural needs.
• Provide professional learning for teachers regarding adjustments made to support students.
• Leading the improvement and development of classroom aide/Education support culture through professional learning, coaching and observations.
• Promote a culture of high expectations and aspirations for the learning of students with disability or additional needs.
• 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.
• Be the lead contact for Disability Inclusion within the school, for example with the Disability Inclusion Regional Implementation Team.
• Where required, support the most appropriate school staff to prepare the student and parent(s)/carer(s) to contribute to Disability Inclusion profile meetings.
• Build staff capacity to deliver differentiated and modified teaching strategies appropriate for individual students with additional needs.
• Undertake classroom observations to support teachers in the provision of curriculum and appropriate adjustments and modifications related to 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 the promotion of Wellbeing and Inclusion to the school community, through various school platforms.
• Build staff capacity to understand, develop and implement IEPs by ensuring each student with disability and additional needs has a quality IEP, that meets at least level 2 of the IEP quality checklist rubric.
• Collaborate with stakeholders and services working in the school to deliver adjustments to students.

GENERAL RESPONSIBILITIES:

• Taking an active role in supporting and managing the performance of staff to improve the quality of teaching and learning, through mentoring, coaching, collegial interaction and critical reflection on practice, feedback and data.
• Working with the members of the Principal Class Officers and leadership team to develop a safe and supportive learning environment, which is a pre-condition for high-quality teaching and learning.
• Completing and evaluating projects in the AIP.
• Supporting a culture of high expectations and aspiration within the school.
• Keeping Principal Class Officers informed of issues as necessary.
• Other duties as directed by the Principal.

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

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

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 atRecruitment in Schools.