Leading Teacher

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 expert knowledge and ability to support staff to implement the Disability Inclusion reform program. Demonstrated capacity to facilitate inclusive education for students with diverse learning needs.

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 expert knowledge and ability to support staff to implement the Disability Inclusion reform program. Demonstrated capacity to facilitate inclusive education for students with diverse learning needs.

Role

The Disability Inclusion Leading Teacher is responsible for ensuring the effective implementation of the Disability Inclusion Profile processes and practice across the school. This role will be responsible for the commencement, completion and maintenance of the Disability Inclusion Profile process for students across the school. A key element of this role will be supporting the consistent implementation and embedding of Tier 2 and 3 interventions in the Multi‑Tiered System of Support for individual students. It will also involve collaborating with our principal class on the ongoing development of our Disability Inclusion processes and practices.

The Leader will:

- Implement and oversee Disability Inclusion Profiles across the school

- Organise referrals (MAX and SOCS) to support DIP evidence

- Plan, support, and oversee the implementation of Tier 2 and 3 interventions and initiatives for students supported under DI or those identified with complex needs.

- Consult with classroom teachers and develop or review student support plans (BS&RP, risk management and riskevaluation plans, personal care plans) to support the DIP adjustments.

- Providing coaching support for teachers on developing quality IEPs

- Deliver professional learning to staff on the development/use/evaluation of IEPs

- Deliver whole staff professional learning on identifying/implementing reasonable adjustments

- Contribute to the NCCD census data

- Participate in and or lead school‑to‑school transition meetings for students included within our Disability Inclusion program

- Participate in Prep transition processes for students supported through DI

- Contribute to Wellbeing Team meetings and HWKC meetings

- Lead teachers in using student data to inform planning and practice (Behaviour data/ABLES)

- Model exemplary practice for other staff members

- Collaborate with staff, both internal and external, in implementing teacher practice changes

- Act as VIT mentor for graduate teachers as needed

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 (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 viamarrung@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

Further information

Include Staff ID, VIT number with expiry date and Date of Birth on application.

Include Staff ID, VIT number with expiry date and Date of Birth on application.

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 programmes provided.

- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx

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 programme 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 programme 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 programmes in Australia: Standards and Procedures'; and

- a person who graduated from a Victorian Initial Teacher Education (ITE) programme 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 programme completed by the person).

Details of qualification requirements as updated from time to time can be found at Recruitment in Schools .

Location Profile

A fabulous opportunity exists for aDisability Inclusion Teacherto join our new school team. The role includes the provision of Tier 2 and 3 supports for students with diverse needs in the primary school setting.

Nearnung Primary School opened for the first time in January 2023, and we encourage interested staff to come and join us, as we continue to establish our wonderful new school

Our school is experiencing incredible success in relation to student learning and wellbeing, and we enjoy wonderfully positive community support. Our staff are thriving, knowing they are supported to teach, to lead and to achieve

Our disability inclusion focus is well developed, and our students are thriving Embracing the values of connection, inclusion, endeavour and care, our teaching and learning team deliver programs that cater for each student's unique needs, ensuring learning is personalised and encouraging student agency.

School Wide Positive Behaviour Support (SWPBS) features at our school, along with programs that support positive student wellbeing and our commitment to the delivery of high‑quality curriculum. Our students demonstrate exemplary behaviour and consistently work to achieve their very best.

Our school facilities are incredible and include: an administration building with a beautiful library, staff offices and amenities; two learning neighbourhood buildings with general purpose classrooms, and flexible and collaborative teaching spaces; a specialist learning neighbourhood building for subjects such as food technology and science; a community hub with a competition‑grade gymnasium, canteen, music and drama space; two outdoor hardcourts and a sports field. The school offers Outside School Hours Care for families of students who attend the school.

The role includes the provision of Tier 3 supports for students with diverse needs in the primary school setting. The successful applicant will be a teacher who values working and collaborating in teams, to deliver the very best programs for our students. All staff are supported by a robust professional learning program that meets both whole school and individual staff needs and interests.

OUR VISION is the provision of a vibrant, inclusive school with purposeful community partnerships, providing personalised and relevant opportunities for all students to reach their potential and have a voice and choice in their learning and pathway.

OUR MISSION is to actively engage with the school community and share responsibility for empowering one another in the delivery of deliberate practices that maximise student engagement, achievement and wellbeing. Information and communication technology is embedded within our program delivery, providing a voice, choice and/or solution to potential barriers faced by students.

We promote the principles of inclusive education and support personalised learning by embedding the Universal Design for Learning principles and practices in school curriculum planning. We ensure teaching is targeted, consistent and specific, delivered within a tiered response model. Our students are thriving

WE VALUEconnection, inclusion, endeavour and care. We make a deliberate choice to focus on positive learning and healthy relationships, respecting ourselves, our school and each other, and understand that our attitudes and actions have an impact on the people around us. We celebrate and champion everyone to be their whole and most authentic selves. We focus on our goals, give effort and celebrate success. We model and demonstrate kindness and take every opportunity to help others.

All members of the school community are encouraged to be actively involved in the learning partnership to enable children to reach their potential at school and our school teams will contribute significantly to the quality of learning and the smooth operation of the school.

Applications close Wednesday 12 November 2025 at 11.59pm

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