Leading Teacher Range 3

2 weeks ago

Melbourne, Australia Schools (Government) Full time

Location: Melbourne | Eastern Metropolitan

Job type: Full time / From 29/01/2024 - 26/01/2027

Organisation: Schools (Government)

**Salary**: Salary not specified

Occupation: Education and Training

Reference: 1354347

**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.

**Role**:
**Position Description** - **Disability Inclusion Leader**

Bayswater Secondary College is seeking to employ a Disability Inclusion Leader (Leading Teacher). The Disability 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 Disability 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 IEP quality checklist rubric, 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 Imple

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