2025 Leading Teacher - Head Of Inclusion

2025 Leading Teacher - Head of Inclusion Job posted: 29/10/2024 Job type: Full time / From 28/01/2025 - 26/01/2028 Organisation: Schools (Government) Salary: Salary not specified Occupation: Education and Training Reference: 1447442 Location Profile We believe that our students flourish when we create an environment of high support and high expectations. We focus on learning, wellbeing, and their interconnectedness above all else. Our staff are united by moral purpose. We come to work each day in service of our community. We are deeply connected to our work because of, not in spite of, the challenges that young people face. Our school serves 1400 students with a team of more than 170 staff. Each one of them are known and noticed. We see partnership with families as critical to our students¿ success. We believe that together, our community has everything that our young people need to thrive in life. We pride ourselves on a strong staff culture that fosters psychological safety with strong relationships, agreed trademark behaviours and genuine conversations about what matters most. Our trademark is not just a statement, it is enacted. We model and reward trademark behaviours in each other and we challenge when we let them slip. Melton Secondary College is a place of growth for our staff in both teaching and leadership. At our school, teachers learn to be excellent practitioners developed by a pipeline of leaders. We have an exceptionally strong induction program for staff joining the College that serves both experienced and beginning practitioners. We have a whole-school approach to curriculum, where strong practitioners invest in writing strong curriculum which allows teams and individual teachers to spend less time working out `what¿ to teach and more time focussing on `how¿ to teach the content in a way that is highly effective for their specific students. We believe that if we invest in every staff member to support them to be their best, our students will be best-placed to thrive. In 2024 we are introducing a 9-day face-to-face fortnight option for our staff. This will allow them to benefit from a non-student contact day in their fortnight, creating opportunities for flexible work and regular opportunities for recharging and for deep thinking and reflection. We use best-practice models to ensure deep learning. Our instructional model LEARN is based on the Marzano/Pollock GANAG model and is used with fidelity in our classrooms. Our resource management systems are supported by partnerships with Office365, Compass and Apple through our Year 7-9 i Pad program. A BYOD program is offered to our Year 10-12 students. Students begin the day connecting in with themselves and each other in a 6-minute morning circle as part of our Social Emotional Learning program. We have opportunities for staff who are passionate about being highly impactful teachers who lead learning. Currently we are deepening our work with a focus on writing and social emotional learning assessment. We are also actively supporting opportunities for new and existing staff to promote extracurricular programs in the Performing Arts, Sport and Rugby Academy, the VCE Vocational Major, and Student Leadership. Selection Criteria KSC1¿ ¿¿¿¿¿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. KSC2 ¿¿¿¿¿¿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. KSC3 ¿¿¿¿¿¿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. KSC4 ¿¿¿¿¿¿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. KSC5 ¿¿¿¿¿¿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. KSC6 Demonstrated experience in creating inclusive education environments. Demonstrated ability to lead and implement inclusive education practices that support students with disabilities and additional needs to access and participate in the school curriculum and community . 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 Oversee and implement the school's inclusion policy in alignment with the Department of Education Disability Inclusion reform and guidelines. Manage the development, implementation, and evaluation of the Disability Inclusion Program across the school. Leads the whole school Individual Education Plan (IEP) creation, goal setting, intervention implementation, programs and professional learning. SPECIFIC DUTIES Whole School Leadership: Successfully lead and manage the implementation of whole-school improvement strategies for Disability Inclusion reform, aligned with the Framework for Improving Student Outcomes 2.0 (FISO 2.0). Contribute to the school¿s Strategic Plan and Annual Implementation Plan (AIP) goals, focusing on inclusive education. Lead a Professional Learning Team (PLT) dedicated to inclusion, promoting collaboration and best practices in inclusive pedagogy. Oversee the Performance and Development Plan (PDP) process for a group of staff, providing feedback and professional development support. Participate as an active Curriculum Leadership Team (CLT) member, contributing to strategic discussions and decision-making at the college level. Manage the planning, implementation, and evaluation of the Disability Inclusion program. Coordinate the development and implementation of Individual Education Plans (IEPs) and adjustments for students with disabilities. Implement processes to ensure compliance with relevant legislation, including the Disability Discrimination Act and the Equal Opportunity Act. Monitor and analyse data to evaluate the effectiveness of inclusion strategies and student outcomes. Make data-informed recommendations for program improvements based on evaluation findings. Collaborate with key stakeholders, including Heads of Year, Heads of Department, the Head of Intervention and the Head of Wellbeing to monitor student performance data and make informed decisions to support student progress. Leading Staff: Lead the Disability Inclusion team, including modelling best practices in IEP creation, SSG completion and providing coaching; ensuring all teachers are supported to create inclusive environments for their students Oversee the professional development of Disability Inclusion team, facilitating access to relevant training and opportunities for collaboration. Provide professional development for staff on inclusive teaching strategies and best practices. Implement the MSC coaching model, focusing on high-quality pedagogical practices and positive behaviour support in the classroom. Support staff through regular observation and feedback cycles, promoting reflective practice and continuous professional growth. Specific Duties: Oversee the development and implementation of IEPs, ensuring they are tailored to meet individual student needs. Collaborate with teachers and support staff to monitor and adjust IEPs as necessary. Lead a Professional Learning Team focused on inclusion practices, promoting collaboration among staff. Manage resources allocated for the Disability Inclusion program, ensuring they effectively support student learning. Model building strong partnerships with families, external agencies, and the wider community to support inclusive practices. Advocate for additional resources as needed to enhance support for students with disabilities. Provide guidance and support to students with diverse needs, ensuring appropriate interventions are implemented. Other duties as determined by the College Principal in consultation with the incumbent. 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 Workplace adjustment guidelines ). 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: 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: 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. 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. Full time / From 28/01/2025 - 26/01/2028 #J-18808-Ljbffr